Exploring Secondary Science Teachers' Enactment of Assessment Practices to Reflect Responsive Science Teaching for English Learners

Autor/in	Lyon, Edward G.
Titel	Exploring Secondary Science Teachers' Enactment of Assessment Practices to Reflect Responsive Science Teaching for English Learners
Quelle	In: Journal of Science Teacher Education, 28 (2017) 8, S.674-698 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2017.1401415
Schlagwörter	Science Instruction; English Language Learners; Formative Evaluation; Science Teachers; Secondary School Teachers; Middle School Teachers; Standards; Common Core State Standards; Literacy Education; Teaching Methods; Student Evaluation; Sociocultural Patterns; Course Content; Language Usage; Workshops; Faculty Development; Classroom Observation Techniques; Middle School Students; High School Students; Arizona + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Standard; Common core curriculum; Curriculum; Kerncurriculum; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Soziokulturelle Theorie; Kursprogramm; Sprachgebrauch; Lernwerkstatt; Schulung; Student; Students; Schüler; Schülerin; High school; High schools; Oberschule; Studentin
Abstract	This study explored the enactment of formative assessment practices in 89 observed lessons across 15 middle and high school science teachers before and after they participated in workshops that coalesced around formative assessment, teaching science to English learners (ELs), and integrating Next Generation Science Standards with Common Core Literacy Standards. An observation rubric developed from the literature on formative assessment and teaching ELs in the context of science education looked at 7 assessment practices organized around 3 dimensions: assessment design, assessment use, and language/literacy considerations. Findings articulate distinct implementation levels across the assessment practices. Moreover, findings reveal 2 prototypical lesson types that did not fully reflect more responsive approaches to teaching ELs. Articulating commonly observed assessment practices could help refine research and instructional tools to support science teachers and teacher educators as they consider formative assessment through new perspectives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01