The Next Generation Science Standards (NGSS, 2013) emphasize rich integration of authentic science inquiry practices with science content knowledge to promote deeper understandings and flexible transfer of practices and knowledge (Hilton & Honey, 2011). Meeting this goal poses significant challenges for teachers (Hofstein, & Lunetta, 2004; Shute, 2008), particularly for the science practices (Fadel et al., 2007; Duschl & Gitomer, 1997; Edelson et al., 1999) because there is lack of resources for assessing, monitoring, and scaffolding them. Unless teachers can monitor students individually as they work, it is difficult for them to ascertain where students go awry, particularly if students cannot articulate their difficulties (Aleven & Koedinger, 2000). One way to support teachers is to leverage computer-based learning and assessment environments and augment them with monitoring tools like dashboards (Xhakaj et al., 2018). While recent developments in teacher dashboards enable real-time monitoring of student performance and actions (i.e. teacher dashboards for mathematics; Holstein et al., 2018), the few dashboards that exist for science (i.e. Acosta & Slotta, 2018) are not specifically designed to support science inquiry practices.