InnerOrbit offers a variety of Next Generation Science Standards (NGSS)-aligned question types designed to scaffold up in rigor, helping teachers build a gradual and deep understanding of science concepts. With 5-6 novel phenomena for every performance expectation (PE), you can create customized assessments that align with your instructional goals.
What This Help Article Covers
❓ Question Types
InnerOrbit offers five question types, each aligned to one, two, or all three NGSS dimensions:
Disciplinary Core Ideas (DCIs) – Content knowledge mastery
Science & Engineering Practices (SEPs) – Application of scientific skills
Crosscutting Concepts (CCCs) – Scientific thinking patterns
Question Type & InnerOrbit Tag | Aligned NGSS Dimensions | Purpose |
Prior Knowledge (1D)
| DCIs (previous grade band) | Assesses foundational knowledge from prior learning. |
Core Content (1D)
| DCIs (current grade band) | Assesses student understanding of current grade-level core content. |
Content & Concepts (2D)
| DCIs + CCCs | Measures how well students connect content with crosscutting concepts. |
Content & Practices (2D)
| DCIs + SEPs | Assesses how students apply scientific practices alongside core content. |
Sensemaking (3D)
| DCIs + CCCs + SEPs | Requires students to make sense of a novel phenomenon using all three NGSS dimensions. |
📖 Want to learn more about NGSS dimensions? Read: Three Dimensional Learning
🎥 Watch this video to learn more about these question types: 5 Question Types to Scaffold Sensemaking
🔍 How to Find & Filter Question Types
The easiest way to find specific question types is by searching for a standard and filtering by question type(s) on InnerOrbit’s "Build" tab.
Use the color-coded question tags to quickly identify each question type:
🎨 Color-Coded Tags for Quick Identification:
🟨 "Prior Knowledge 1D" (Yellow Tag)
🟧 "Core Content 1D" (Orange Tag)
🟩 "Content and Concepts 2D" (Green Tag)
🟦 "Content and Practices 2D" (Blue Tag)
🟪 "Sensemaking 3D" (Purple Tag)
Steps to filter questions by type:
Go to the "Build" tab.
Search for a performance expectation (PE).
Use the Filters – Select 1D, 2D, or 3D question types based on your assessment needs.
Choose Your Questions & Phenomena – Select the questions that align with your instructional goals.
Title and Save Your Assessment
Give your assessment a title and click "Save".
Access Your Assessment in the Library Tab
💭 Choosing the Right Questions for Your Assessment
Selecting the right question types depends on where you are in your instructional sequence. To ensure students develop a deep understanding of NGSS concepts, we recommend gradually increasing question rigor throughout your unit:
Start with 1D questions (Prior Knowledge & Core Content) to assess foundational understanding.
Introduce 2D questions (Content & Concepts, Content & Practices) as students engage with new content.
Incorporate 3D Sensemaking questions midway through the unit and toward the end to provide students with opportunities to demonstrate full NGSS proficiency.
By structuring assessments this way, students progressively build toward sensemaking mastery, reinforcing scientific skills and conceptual understanding at every stage.
Below are recommended assessment types and question formulas to ensure students develop progressive mastery of NGSS concepts.
Pre-Instruction Diagnostic Assessments– Identify students' prior knowledge before introducing new content.
Mid-Instruction Formative Assessments– Check student progress and adjust instruction accordingly.
Post-Instruction Summative Assessments– Measure student mastery of NGSS standards at the end of instruction.
State Science Test Common Assessments– Prepare students for high-stakes testing by simulating state test rigor.
📍 Pro Tip: Depending on where you are in your unit, you may also want to modify existing assessments or build custom assessments targeting specific dimensions of the NGSS.
🏁 Question Type Recommendations for Diagnostic Assessments
The first assessments of a unit should primarily consist of one-dimensional (1D) questions to evaluate students’ prior knowledge and foundational understanding of the DCIs.
A diagnostic assessment is an effective way to start a new unit, allowing teachers to collect data that informs lesson planning and tailor instruction based on student needs.
Pre-Instruction Diagnostic Assessments
Purpose: "What prior knowledge do students have?"
Question Types: Prior Knowledge (1D) & Core Content (1D)
Recommended question formula to assess 1 PE:
🟨 2 Prior Knowledge questions
🟧 2 Core Content questions
📖 Want to leverage InnerOrbit's premade diagnostic assessments? Read: How Can InnerOrbit’s Diagnostic Assessments Identify Prior Knowledge?
🔁 Question Type Recommendations for Formative Assessments
Formative assessments are a key checkpoint during instruction, helping teachers track student progress, pinpoint misconceptions, and adjust instruction as needed. These assessments should include a progression of 1D, 2D, and 3D questions to:
Support students as they build understanding from core concepts to rigorous sensemaking.
Provide insights into how students are progressing across the different dimensions of the NGSS.
Identify misconceptions to guide targeted instruction before summative assessment.
Formative assessments are best used mid-instruction, when you want to measure progress but are not yet ready to assess mastery.
Mid-Instruction Formative Assessments
Purpose: "At this moment, how are students doing?"
Question Types: Core Content (1D), Content & Concepts (2D), Content & Practices (2D), Sensemaking (3D)
Recommended question formula to assess 1 PE:
🟧 2 Core Content questions
🟩 1 Content and Concepts question
🟦 1 Content and Practices question
🟪 1 Sensemaking question
📖 Want to leverage InnerOrbit's premade formative assessments? Read: How Can InnerOrbit’s Pre-Made Formative Assessments Support Student Growth?
📈 Question Type Recommendations for Summative Assessments
Summative assessments measure student proficiency of the NGSS by evaluating their ability to apply content knowledge, engage in science practices, and utilize crosscutting concepts. These assessments should include rigorous 2D and 3D questions that reflect the full depth of NGSS mastery.
Summative assessments should challenge students to:
Apply scientific knowledge to novel phenomena.
Incorporate all three NGSS dimensions (DCIs, SEPs, and CCCs).
Grapple with uncertainty by explaining the how and why behind a novel phenomenon.
Summative assessments are best used post-instruction when you are ready to assess mastery.
Post-Instruction Summative Assessments
Purpose: "Did students reach mastery?"
Question Types: Content & Concepts (2D), Content & Practices (2D), Sensemaking (3D)
Recommended question formula to assess 1 PE:
🟩 1 Content and Concepts question
🟦 1 Content and Practices question
🟪 2 Sensemaking questions
📖 Want to leverage InnerOrbit's premade formative assessments? Read: How Can InnerOrbit’s Pre-Made Summative Assessments Measure NGSS Proficiency?
📝 Question Type Recommendations for State Test Prep Assessments
A 2025 study comparing InnerOrbit summative assessment scores with NGSS State Test proficiency levels found an average alignment of 97% (with no alignment below 90%).
📖 To learn more about this study, read: InnerOrbit Alignment with State Test Results
💡 What does this mean for you?
You can use InnerOrbit’s proficiency ranges to help track student performance on your state science test.
This study suggests that schools and districts can confidently leverage InnerOrbit assessments and our high-quality 3D student data to monitor NGSS mastery and gauge performance on state tests.
How to Build a State Test Prep Assessment
📌 To track student mastery toward the state test, we recommend creating a common benchmark assessment that:
Assesses essential standards
Uses only 2D & 3D questions, as these best match the rigor of state science test
Want more details on state test prep?
👀 Explore: State Test Prep Learning Hub Page
Need more help?
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