Rubrics: useful beyond assessments

Rubrics that include instructional contexts and scaffolds enable teachers to both formatively assess and systematically differentiate instruction for all students. This allows teachers to meaningfully participate in science instruction and support students in mastering critical scientific practices and core content. Use of a rubric that outlines instructional practices to reduce students' cognitive load is especially important for students at risk for or identified with LD who often are penalized due to their struggle with mathematics and language skills, but--when provided instructional scaffolds--are able to master scientific practices. EL students also benefit from the variety of scaffolds as they develop their language skills. Additionally, the amount of peer-to-peer engagement in a classroom can enhance language acquisition, making the instructional context important in creating a supportive learning environment. To create a strong instructional foundation, teachers need to analyze the scientific and engineering practices in the NGSS and not only think about what students must do to demonstrate mastery but also how varying instructional contexts can ensure that all students make progress on learning complex scientific practices and core science concepts.