#325: Small Scientists, Big Insights: What First Graders Teach Us About Science Assessment Design

This study applies Evidence-Centered Design (ECD) to develop first-grade science assessments aligned with NGSS and early learners’ needs. Observations of five teachers and student responses revealed key design considerations: scaffolds for interpreting graphics, multimodal response options to account for students’ language and literacy variability, and adjustments accounting for development of fine motor skills. Classroom management also shaped task administration. Findings show ECD supports practical, developmentally appropriate assessments that reduce barriers, encourage peer discourse, and authentically capture young learners’ scientific understanding.