How Can Crosscutting Concepts Organize Formative Assessments across Science Classrooms? Results of a Video Study
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 teac...
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| Format: | Article |
| Language: | English |
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MDPI AG
2024-09-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/14/10/1060 |
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| author | Clarissa Deverel-Rico Erin Marie Furtak Sanford R. Student Amy Burkhardt |
| author_facet | Clarissa Deverel-Rico Erin Marie Furtak Sanford R. Student Amy Burkhardt |
| author_sort | Clarissa Deverel-Rico |
| collection | DOAJ |
| description | 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 <i>and</i> 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. |
| format | Article |
| id | doaj-art-71ee934eb03e4d20aff342fda0c9a5c4 |
| institution | OA Journals |
| issn | 2227-7102 |
| language | English |
| publishDate | 2024-09-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-71ee934eb03e4d20aff342fda0c9a5c42025-08-20T02:11:03ZengMDPI AGEducation Sciences2227-71022024-09-011410106010.3390/educsci14101060How Can Crosscutting Concepts Organize Formative Assessments across Science Classrooms? Results of a Video StudyClarissa Deverel-Rico0Erin Marie Furtak1Sanford R. Student2Amy Burkhardt3BSCS Science Learning, 5415 Mark Dabling Blvd, Colorado Springs, CO 80918, USASchool of Education, University of Colorado Boulder, Boulder, CO 80309, USASchool of Education, University of Delaware, Newark, DE 19716, USACambium Assessment, Washington, DC 20007, USAAmbitious 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 <i>and</i> 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.https://www.mdpi.com/2227-7102/14/10/1060formative assessmentlearning progressionsscience classroom assessmentsecondary science educationcrosscutting concepts |
| spellingShingle | Clarissa Deverel-Rico Erin Marie Furtak Sanford R. Student Amy Burkhardt How Can Crosscutting Concepts Organize Formative Assessments across Science Classrooms? Results of a Video Study Education Sciences formative assessment learning progressions science classroom assessment secondary science education crosscutting concepts |
| title | How Can Crosscutting Concepts Organize Formative Assessments across Science Classrooms? Results of a Video Study |
| title_full | How Can Crosscutting Concepts Organize Formative Assessments across Science Classrooms? Results of a Video Study |
| title_fullStr | How Can Crosscutting Concepts Organize Formative Assessments across Science Classrooms? Results of a Video Study |
| title_full_unstemmed | How Can Crosscutting Concepts Organize Formative Assessments across Science Classrooms? Results of a Video Study |
| title_short | How Can Crosscutting Concepts Organize Formative Assessments across Science Classrooms? Results of a Video Study |
| title_sort | how can crosscutting concepts organize formative assessments across science classrooms results of a video study |
| topic | formative assessment learning progressions science classroom assessment secondary science education crosscutting concepts |
| url | https://www.mdpi.com/2227-7102/14/10/1060 |
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