Using Educative Assessments to Support Science Teaching for Middle School English-Language Learners

Autor/inn/en	Buxton, Cory A.; Allexsaht-Snider, Martha; Suriel, Regina; Kayumova, Shakhnoza; Choi, Youn-jeng; Bouton, Bobette; Baker, Melissa
Titel	Using Educative Assessments to Support Science Teaching for Middle School English-Language Learners
Quelle	In: Journal of Science Teacher Education, 24 (2013) 2, S.347-366 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-012-9329-5
Schlagwörter	Student Evaluation; Academic Discourse; Program Effectiveness; Decision Making; School Policy; Science Teachers; Educational Assessment; English Language Learners; Middle School Students; Middle School Teachers; Inquiry; Content Area Writing; Evaluation Utilization; Science Instruction; Science Tests; Inservice Teacher Education; Diagnostic Tests + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Discourse; Diskurs; Decision-making; Entscheidungsfindung; Schulpolitik; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Education; assessment; Bewertungssystem; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schriftliche Übung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerfortbildung; Diagnostic test; Diagnostischer Test
Abstract	Grounded in Hallidayan perspectives on academic language, we report on our development of an educative science assessment as one component of the language-rich inquiry science for English-language learners teacher professional learning project for middle school science teachers. The project emphasizes the role of content-area writing to support teachers in diagnosing their students' emergent understandings of science inquiry practices, science content knowledge, and the academic language of science, with a particular focus on the needs of English-language learners. In our current school policy context, writing for meaningful purposes has received decreased attention as teachers struggle to cover large numbers of discrete content standards. Additionally, high-stakes assessments presented in multiple-choice format have become the definitive measure of student science learning, further de-emphasizing the value of academic writing for developing and expressing understanding. To counter these trends, we examine the implementation of educative assessment materials--writing-rich assessments designed to support teachers' instructional decision making. We report on the qualities of our educative assessment that supported teachers in diagnosing their students' emergent understandings, and how teacher-researcher collaborative scoring sessions and interpretation of assessment results led to changes in teachers' instructional decision making to better support students in expressing their scientific understandings. We conclude with implications of this work for theory, research, and practice. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10