Examining Science Teachers' Conceptions of Student Interest as a Consideration in Designing Assessments.
Saved in:
| Title: | Examining Science Teachers' Conceptions of Student Interest as a Consideration in Designing Assessments. |
|---|---|
| Authors: | Penuel, William R.1 (AUTHOR) william.penuel@colorado.edu, O'Connor, Keelin1 (AUTHOR), Allen, Anna-Ruth1 (AUTHOR), Jacobs, Jennifer K.1 (AUTHOR), Lo, Abraham S.2 (AUTHOR) |
| Source: | Journal of Science Teacher Education. Aug2025, Vol. 36 Issue 5, p643-663. 21p. |
| Subject Terms: | *Professional employee training, *Student interests, *Science teachers, *Summative tests, *Online education |
| Abstract: | A key goal of science education articulated in A Framework for K-12 Science Education is to create opportunities for students to answer questions about the world that connect to their interests, experiences, and identities. Interest can be seen as a malleable relationship between a person and object (such a phenomenon students might study). In this paper, we analyzed data from a design study of an online course focused on preparing 11 secondary teachers to design three-dimensional tasks that align to the Next Generation Science Standards and that connect to students' interests. Our data sources were teachers' descriptions of their design decisions about what phenomena to use to anchor assessment, designed assessment tasks, and interviews with them about those decisions. We found that interest was an important consideration for assessment design, but teachers considered student interests in different ways. Some teachers shifted their views of what it meant to engage student interests in the context of assessment design over the course of their participation in professional learning. Most teachers made decisions about what they believed their students were interested in based on their knowledge of students or beliefs about their students' interests. In supporting teachers to design summative assessments that link to students' interest, it is critical to assume teachers bring a range of conceptions of interest and to consider the feasibility and utility of task design tools from teachers' point of view. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Science Teacher Education is the property of Taylor & Francis Ltd 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 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 186671572 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Examining Science Teachers' Conceptions of Student Interest as a Consideration in Designing Assessments. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Penuel%2C+William+R%2E%22">Penuel, William R.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> william.penuel@colorado.edu</i><br /><searchLink fieldCode="AR" term="%22O'Connor%2C+Keelin%22">O'Connor, Keelin</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Allen%2C+Anna-Ruth%22">Allen, Anna-Ruth</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Jacobs%2C+Jennifer+K%2E%22">Jacobs, Jennifer K.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lo%2C+Abraham+S%2E%22">Lo, Abraham S.</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Science+Teacher+Education%22">Journal of Science Teacher Education</searchLink>. Aug2025, Vol. 36 Issue 5, p643-663. 21p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Professional+employee+training%22">Professional employee training</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+interests%22">Student interests</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+teachers%22">Science teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Summative+tests%22">Summative tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: A key goal of science education articulated in A Framework for K-12 Science Education is to create opportunities for students to answer questions about the world that connect to their interests, experiences, and identities. Interest can be seen as a malleable relationship between a person and object (such a phenomenon students might study). In this paper, we analyzed data from a design study of an online course focused on preparing 11 secondary teachers to design three-dimensional tasks that align to the Next Generation Science Standards and that connect to students' interests. Our data sources were teachers' descriptions of their design decisions about what phenomena to use to anchor assessment, designed assessment tasks, and interviews with them about those decisions. We found that interest was an important consideration for assessment design, but teachers considered student interests in different ways. Some teachers shifted their views of what it meant to engage student interests in the context of assessment design over the course of their participation in professional learning. Most teachers made decisions about what they believed their students were interested in based on their knowledge of students or beliefs about their students' interests. In supporting teachers to design summative assessments that link to students' interest, it is critical to assume teachers bring a range of conceptions of interest and to consider the feasibility and utility of task design tools from teachers' point of view. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Science Teacher Education is the property of Taylor & Francis Ltd 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.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=186671572 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/1046560X.2024.2435747 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 643 Subjects: – SubjectFull: Professional employee training Type: general – SubjectFull: Student interests Type: general – SubjectFull: Science teachers Type: general – SubjectFull: Summative tests Type: general – SubjectFull: Online education Type: general Titles: – TitleFull: Examining Science Teachers' Conceptions of Student Interest as a Consideration in Designing Assessments. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Penuel, William R. – PersonEntity: Name: NameFull: O'Connor, Keelin – PersonEntity: Name: NameFull: Allen, Anna-Ruth – PersonEntity: Name: NameFull: Jacobs, Jennifer K. – PersonEntity: Name: NameFull: Lo, Abraham S. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 1046560X Numbering: – Type: volume Value: 36 – Type: issue Value: 5 Titles: – TitleFull: Journal of Science Teacher Education Type: main |
| ResultId | 1 |
