  Science education at all levels is currently undergoing dramatic changes to
its curricula and developing assessments for these new curricula is paramount.
We have used the basis of many of these new changes (scientific practices,
crosscutting concepts, and core ideas) to develop sets of criteria that can be
used to guide assessment development for this new curriculum. We present a case
study that uses the criteria we have developed to revise a traditional physics
assessment item into an assessment item that is much more aligned with the
goals of current transformation efforts. Assessment items developed using this
criteria can be used to assess student learning of both the concepts and
process of science.
