How Can Crosscutting Concepts Organize Formative Assessments across Science Classrooms? Results of a Video Study.
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| Title: | How Can Crosscutting Concepts Organize Formative Assessments across Science Classrooms? Results of a Video Study. |
|---|---|
| Authors: | Deverel-Rico, Clarissa1 (AUTHOR) cdeverelrico@bscs.org, Furtak, Erin Marie2 (AUTHOR) erin.furtak@colorado.edu, Student, Sanford R.3 (AUTHOR) srstu@udel.edu, Burkhardt, Amy4 (AUTHOR) amy.burkhardt@colorado.edu |
| Source: | Education Sciences. Oct2024, Vol. 14 Issue 10, p1060. 29p. |
| Subject Terms: | *Teacher development, *Science education, *Teachers, *Science classrooms, *Formative evaluation, *Classroom environment |
| Abstract: | Ambitious approaches to science teaching feature collaborative learning environments and engage students in rich discourse to make sense of their own and their peers' ideas. Classroom assessment must cohere with and mutually reinforce these kinds of learning experiences. This paper explores how teachers' enactment of formative assessment tasks can support such an ambitious vision of learning. We draw on video data collected through a year-long investigation to explore the ways that co-designing formative assessments linked to a learning progression for modeling energy in systems could help teachers coordinate classroom practices across high school physics, chemistry, and biology. Our analyses show that while there was some alignment of routines within content areas, students had differential opportunities to share and work on their ideas. Though the tasks were constructed for surfacing students' ideas, they were not always facilitated to create space for teachers to take up and work with those ideas. This paper suggests the importance of designing and enacting formative assessment tasks to support ambitious reform efforts, as well as ongoing professional learning to support teachers in using those tasks in ways that will center discourse around students' developing ideas. [ABSTRACT FROM AUTHOR] |
| Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 180557137 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: How Can Crosscutting Concepts Organize Formative Assessments across Science Classrooms? Results of a Video Study. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Deverel-Rico%2C+Clarissa%22">Deverel-Rico, Clarissa</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> cdeverelrico@bscs.org</i><br /><searchLink fieldCode="AR" term="%22Furtak%2C+Erin+Marie%22">Furtak, Erin Marie</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> erin.furtak@colorado.edu</i><br /><searchLink fieldCode="AR" term="%22Student%2C+Sanford+R%2E%22">Student, Sanford R.</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> srstu@udel.edu</i><br /><searchLink fieldCode="AR" term="%22Burkhardt%2C+Amy%22">Burkhardt, Amy</searchLink><relatesTo>4</relatesTo> (AUTHOR)<i> amy.burkhardt@colorado.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Education+Sciences%22">Education Sciences</searchLink>. Oct2024, Vol. 14 Issue 10, p1060. 29p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+classrooms%22">Science classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Formative+evaluation%22">Formative evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Ambitious approaches to science teaching feature collaborative learning environments and engage students in rich discourse to make sense of their own and their peers' ideas. Classroom assessment must cohere with and mutually reinforce these kinds of learning experiences. This paper explores how teachers' enactment of formative assessment tasks can support such an ambitious vision of learning. We draw on video data collected through a year-long investigation to explore the ways that co-designing formative assessments linked to a learning progression for modeling energy in systems could help teachers coordinate classroom practices across high school physics, chemistry, and biology. Our analyses show that while there was some alignment of routines within content areas, students had differential opportunities to share and work on their ideas. Though the tasks were constructed for surfacing students' ideas, they were not always facilitated to create space for teachers to take up and work with those ideas. This paper suggests the importance of designing and enacting formative assessment tasks to support ambitious reform efforts, as well as ongoing professional learning to support teachers in using those tasks in ways that will center discourse around students' developing ideas. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3390/educsci14101060 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 29 StartPage: 1060 Subjects: – SubjectFull: Teacher development Type: general – SubjectFull: Science education Type: general – SubjectFull: Teachers Type: general – SubjectFull: Science classrooms Type: general – SubjectFull: Formative evaluation Type: general – SubjectFull: Classroom environment Type: general Titles: – TitleFull: How Can Crosscutting Concepts Organize Formative Assessments across Science Classrooms? Results of a Video Study. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Deverel-Rico, Clarissa – PersonEntity: Name: NameFull: Furtak, Erin Marie – PersonEntity: Name: NameFull: Student, Sanford R. – PersonEntity: Name: NameFull: Burkhardt, Amy IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 22277102 Numbering: – Type: volume Value: 14 – Type: issue Value: 10 Titles: – TitleFull: Education Sciences Type: main |
| ResultId | 1 |
