Getting started with 3D science assessment can look different from team to team. Assessment Orbits are designed to provide flexible implementation paths based on your context, goals, and starting point.
Individual Assessments is an orbit built for teachers who want the flexibility to design their own classroom assessments and gather 3D data on their own terms.
What are InnerOrbit Individual Assessments?
Individual Assessments are classroom-specific assessments that teachers design for their own students. Using InnerOrbit's 3D scaffolded question library, teachers can target any instructional moment — gauging prior DCI knowledge, checking progress toward PE proficiency mid-instruction, or assessing final 3D sensemaking at the end of a unit.
Who This Works Best For
Teachers who want classroom-level 3D proficiency data without school-wide coordination
Schools/Districts without a common assessment plan yet — giving teachers an independent starting point for gathering PE-level data
Teachers already running common assessments who want to add diagnostic or formative touchpoints in between
⚠️ Worth noting: This assessment orbit works best when teachers have the bandwidth to design their own assessments. If capacity is limited, consider implementing Common Assessments first.
Three Strategies — One For Every Instructional Moment
There are three assessment strategies, each serving a different purpose in the teaching and learning cycle: diagnostic, formative, and summative.
Strategy | Purpose | When to Use | Assessment Question Types |
Diagnostic | Gauge prior DCI knowledge before instruction begins — does not measure proficiency on PEs | Before a unit starts | 1D Prior Knowledge and Core Content questions only |
Formative | Check how students are progressing toward proficiency mid-instruction with 1D–3D questions | Mid-unit or more often | 1D, 2D (SEP + CCC), and 3D questions across a single PE |
Summative | Assess 3D sensemaking proficiency at the end of instruction — did students reach proficiency? | End of unit or topic | 2D (SEP + CCC) and 3D questions only |
Key Considerations
A successful launch starts with a bit of planning. Review these key considerations before beginning this assessment orbit.
Do teachers have the bandwidth to build?
Do teachers have the bandwidth to build?
Individual assessments give teachers the freedom to design assessments that fit their classroom — and like any good design work, they're most successful when teachers have dedicated time to build thoughtfully. Before launching, consider whether teachers have that space, and whether a collaborative build session might be a helpful way to get started together.
Which strategy type should teachers start with?
Which strategy type should teachers start with?
Teachers who know their instructional moment before they build tend to get more out of their data. A quick conversation about whether they're looking to gauge prior knowledge, check progress mid-unit, or measure end-of-unit proficiency will help them choose the right strategy and build with purpose.
What happens after the assessment is administered?
What happens after the assessment is administered?
The most valuable thing a teacher can do after administering an assessment is pause and look at the data — even for just 10 minutes. Building that reflection habit early helps teachers connect what they built to what they'll do next instructionally.
Watch the Overview
This short video breaks down the Individual Assessment Orbit, including its purpose, structure, and key planning considerations.
🚀 Interested in launching Individual Assessments? Explore our Individual 3D Assessment Guide for step-by-step guidance and helpful tips.
Need more help? For additional assistance, click on "Send us a message" in the site chat or email us support@innerorbit.com