FOSS assessments are built to help students learn

The integrated FOSS Assessment System is based on research by FOSS developers during the NSF-supported Assessing Science Knowledge (ASK) project. It provides what you need to identify students’ strengths and weaknesses, encouraging a growth mindset to help students meet the goals described in the NGSS performance expectations.


Embedded Assessment

Continuous monitoring of student thinking helps teachers know when more instruction is needed. Formative assessments are based on authentic student work, including science notebook entries and response sheets.


Performance Assessment

Teachers track students’ progress on science and engineering practices and crosscutting concepts, by observing students’ interactions as they investigate.


Interim Assessment

Interim assessment tasks are designed specifically around NGSS performance expectations to expose students to new ways of integrating and applying three dimensions to solve problems. For grades 3–5, these can be used at the end of a module or at year end as a grade-level summative assessment.


Benchmark Assessment

FOSS benchmark assessments include:

  • Assessments to gauge students’ knowledge before and after the course
  • I-Check assessments to monitor progress at the end of each investigation
  • Options to modify assessments for students with IEPs and those who need accommodations
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See how FOSS builds success by assessing it.

Find out how the FOSS Assessment System measures what students know so their teachers can better help them learn.
FOSS really walks you through every step of the process. From getting your materials together, how to set up your groups, and even what to say in the beginning. You don't need to be an expert to use the FOSS kits. You just need to be a teacher. - Clare O., Teacher, Rhode Island
“The richness and opportunity for science learning in FOSS is in harmony with both the intent and content of the NGSS. FOSS provides the resources necessary for effective student learning, including assessments that measure all three dimensions.”

Craig Gabler, Ph.D., Member, NGSS Writing Team

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