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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.
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]
Copyright of Educational Assessment 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: Psychology and Behavioral Sciences Collection
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  Data: 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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  Data: <searchLink fieldCode="AR" term="%22Deverel-Rico%2C+Clarissa%22">Deverel-Rico, Clarissa</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Furtak%2C+Erin+Marie%22">Furtak, Erin Marie</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Educational+Assessment%22">Educational Assessment</searchLink>. Apr-Jun2025, Vol. 30 Issue 2, p91-114. 24p.
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  Data: <searchLink fieldCode="DE" term="%22Bioenergetics%22">Bioenergetics</searchLink><br /><searchLink fieldCode="DE" term="%22Formative+evaluation%22">Formative evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br /><searchLink fieldCode="DE" term="%22Biological+systems%22">Biological systems</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+change%22">Educational change</searchLink>
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  Data: 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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  Data: <i>Copyright of Educational Assessment 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.)
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        Value: 10.1080/10627197.2025.2504081
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        Text: English
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      – TitleFull: 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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              Text: Apr-Jun2025
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