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It may require that students articulate a claim about selected structure-function relationships, develop or describe a model that supports the claim, and provide a justification that links evidence to the claim such as an explanation of an observed phenomenon described by the model.

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Second, classroom assessment tasks in which core ideas, crosscutting concepts, and practices are integrated can be used for both formative and summative purposes.

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This set of tasks illustrates two points.

Description: They are formative in the sense that they are used for a diagnostic function intended to guide instruction i.

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