Literaturnachweis - Detailanzeige
| Autor/inn/en | Llosa, Lorena; Grapin, Scott E.; Haas, Alison |
|---|---|
| Titel | Assessment for English Learners: An Illustration of Four Types of Formative Assessment in a Fifth-Grade Physical Science Unit |
| Quelle | In: Science and Children, 59 (2022) 3, S.58-63 (6 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0036-8148 |
| Schlagwörter | Science Instruction; Physical Sciences; English Language Learners; Formative Evaluation; Student Evaluation; Evaluation Methods; Grade 5; Sanitation; Feedback (Response) |
| Abstract | Formative assessment during the course of instruction is an essential practice for supporting all students, including English learners (ELs), in the science classroom. It typically consists of three steps: (1) The teacher elicits information about student learning through various methods; (2) The teacher interprets (or makes sense of) that information; and (3) The teacher uses that interpretation to provide feedback. In this article, the authors introduce four types of formative assessment that teachers can embed in their science instruction with ELs: (1) class checks; (2) small group checks; (3) self and peer checks; and (4) individual checks. The four types of embedded formative assessment are explained and illustrated in the context of a fifth-grade science unit aligned to the "Next Generation Science Standards" (NGSS) and designed with a specific focus on ELs. The unit addresses fifth-grade performance expectations in physical science related to the structure and properties of matter. Over the course of the unit, students investigate the phenomenon of what happens to garbage in their home, school, and community to answer the driving question, "What happens to our garbage?" (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 |
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