Formative Assessment for Equitable Learning: Leveraging Student Voice through Practical Measures

Autor/inn/en	Fincke, Krista; Morrison, Deb; Bergsman, Kristen; Bell, Phillip
Titel	Formative Assessment for Equitable Learning: Leveraging Student Voice through Practical Measures
Quelle	In: Science Teacher, 89 (2021) 2, S.32-36 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Formative Evaluation; Equal Education; Student Attitudes; Measures (Individuals); Evaluation Methods + Suchen Sie Ihr Suchwort? Schülerverhalten; Messdaten
Abstract	All educators engage in formative assessment; however, to ensure educators are fostering equity in how diverse learners experience learning, the assessment toolkit needs to be expanded. Science education, like all other aspects of society today, has persistent issues of inequity rooted in issues of anti-Blackness, colonialism, and racism; however, as a community, science educators are exploring ways to engage deeply in abolition and de-colonial efforts within science learning contexts. One way of sensing how diverse learners are engaging in science learning is through practical measures surveys, a type of formative assessment that amplifies students' voice around how they are learning (Bryk et al. 2015). This article discusses types of practical measures, designing practical measure surveys, and using feedback in instruction design making. The article also includes guidance for designing practical measures surveys, and highlights challenges and opportunities. (ERIC).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01