How Can Features of Classroom Activity Systems Center Students' Ideas and Experiences in Formative Assessment? A Study of Sensemaking and Answer-Making Frames.
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| Title: | How Can Features of Classroom Activity Systems Center Students' Ideas and Experiences in Formative Assessment? A Study of Sensemaking and Answer-Making Frames. |
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| Authors: | Deverel-Rico, Clarissa (AUTHOR), Furtak, Erin Marie (AUTHOR) |
| Source: | Educational Assessment. Apr-Jun2025, Vol. 30 Issue 2, p91-114. 24p. |
| Subjects: | Bioenergetics, Formative evaluation, Science education, Biological systems, Educational change |
| Abstract: | Current reforms in science education envision students making sense of real-world phenomena in ways that leverage their ideas, experiences, and identities. Formative assessment is essential to this vision; however, we are still coming to understand how formative assessment design and enactment in classroom activity systems can support this vision. We present a framework for bringing the epistemological frames of sensemaking and answer-making and formative assessment together and use this to investigate students' opportunities to make sense of phenomena during one teacher's enactment of a formative assessment task for modeling energy in a biological system. Findings indicate that students had opportunities to share and leverage their personal connections and initial ideas through a sensemaking frame as the teacher interspersed and strategically leveraged answer-making moments. This case study illustrates how classrooms can frame students' ideas and prior experiences as epistemic resources to be leveraged through the enactment of formative assessment. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Current reforms in science education envision students making sense of real-world phenomena in ways that leverage their ideas, experiences, and identities. Formative assessment is essential to this vision; however, we are still coming to understand how formative assessment design and enactment in classroom activity systems can support this vision. We present a framework for bringing the epistemological frames of sensemaking and answer-making and formative assessment together and use this to investigate students' opportunities to make sense of phenomena during one teacher's enactment of a formative assessment task for modeling energy in a biological system. Findings indicate that students had opportunities to share and leverage their personal connections and initial ideas through a sensemaking frame as the teacher interspersed and strategically leveraged answer-making moments. This case study illustrates how classrooms can frame students' ideas and prior experiences as epistemic resources to be leveraged through the enactment of formative assessment. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10627197 |
| DOI: | 10.1080/10627197.2025.2504081 |
