Creating Opportunities for Students to Show What They Know: The Role of Scaffolding in Assessment Tasks

Autor/inn/en	Kang, Hosun; Thompson, Jessica; Windschitl, Mark
Titel	Creating Opportunities for Students to Show What They Know: The Role of Scaffolding in Assessment Tasks
Quelle	In: Science Education, 98 (2014) 4, S.674-704 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21123
Schlagwörter	Scaffolding (Teaching Technique); Science Instruction; Science Teachers; Student Evaluation; Scoring Rubrics; Check Lists; Sentences; Student Attitudes; Abstract Reasoning; Freehand Drawing; Models; Content Area Writing + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Schulnote; Studentische Bewertung; Scoring formulas; Auswertungsbogen; Checkliste; Sentence analysis; Satzanalyse; Schülerverhalten; Abstraktes Denken; Denken; Drawing; Zeichnen; Analogiemodell; Schriftliche Übung
Abstract	This study examines the ways in which teachers provide students with written scaffolds in assessment tasks and the impact of these on students' abilities to demonstrate a core disciplinary proficiency--constructing evidence-based explanations. Data include 76 assessment tasks designed by 33 science teachers and 707 samples of student work. We found five types of scaffolding embedded in assessments that allowed students to make their reasoning explicit: (a) using contextualized phenomena, (b) rubrics, (c) checklists, (d) sentence frames, and (e) encouraging students to draw explanatory models in combination with written explanation. Analyses showed that all five forms of scaffolding were significantly associated with the quality of student explanation even when controlling for teacher variance and student background. Providing contextualized phenomena had the greatest impact on the quality of student explanations, both by itself and in combination with other scaffolding. The results indicate that strategic combinations of scaffolds can prompt students across all achievement levels to more readily use what they know to produce evidence-based explanations, but that the scaffolding must be of high quality. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10