The standards themselves take the form of “performance
expectations” in which the three strands from the framework are
tightly woven, rather than separate content and inquiry
standards. That is, each performance expectation links
disciplinary knowledge, a science practice, and a crosscutting
concept. The important point to note here is that these
performance expectations guide the development of assessments:
when a standard encompasses all three strands, then so
must the assessment. It will no longer be possible to meet a
standard solely by recall of factual knowledge.