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Article

How Can Crosscutting Concepts Organize Formative Assessments across Science Classrooms? Results of a Video Study

by
Clarissa Deverel-Rico
1,*,
Erin Marie Furtak
2,
Sanford R. Student
3 and
Amy Burkhardt
4
1
BSCS Science Learning, 5415 Mark Dabling Blvd., Colorado Springs, CO 80918, USA
2
School of Education, University of Colorado Boulder, Boulder, CO 80309, USA
3
School of Education, University of Delaware, Newark, DE 19716, USA
4
Cambium Assessment, Washington, DC 20007, USA
*
Author to whom correspondence should be addressed.
Educ. Sci. 2024, 14(10), 1060; https://doi.org/10.3390/educsci14101060
Submission received: 30 May 2024 / Revised: 31 August 2024 / Accepted: 4 September 2024 / Published: 27 September 2024

Abstract

Ambitious approaches to science teaching feature collaborative learning environments and engage students in rich discourse to make sense of their own and their peers’ ideas. Classroom assessment must cohere with and mutually reinforce these kinds of learning experiences. This paper explores how teachers’ enactment of formative assessment tasks can support such an ambitious vision of learning. We draw on video data collected through a year-long investigation to explore the ways that co-designing formative assessments linked to a learning progression for modeling energy in systems could help teachers coordinate classroom practices across high school physics, chemistry, and biology. Our analyses show that while there was some alignment of routines within content areas, students had differential opportunities to share and work on their ideas. Though the tasks were constructed for surfacing students’ ideas, they were not always facilitated to create space for teachers to take up and work with those ideas. This paper suggests the importance of designing and enacting formative assessment tasks to support ambitious reform efforts, as well as ongoing professional learning to support teachers in using those tasks in ways that will center discourse around students’ developing ideas.
Keywords: formative assessment; learning progressions; science classroom assessment; secondary science education; crosscutting concepts formative assessment; learning progressions; science classroom assessment; secondary science education; crosscutting concepts

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MDPI and ACS Style

Deverel-Rico, C.; Furtak, E.M.; Student, S.R.; Burkhardt, A. How Can Crosscutting Concepts Organize Formative Assessments across Science Classrooms? Results of a Video Study. Educ. Sci. 2024, 14, 1060. https://doi.org/10.3390/educsci14101060

AMA Style

Deverel-Rico C, Furtak EM, Student SR, Burkhardt A. How Can Crosscutting Concepts Organize Formative Assessments across Science Classrooms? Results of a Video Study. Education Sciences. 2024; 14(10):1060. https://doi.org/10.3390/educsci14101060

Chicago/Turabian Style

Deverel-Rico, Clarissa, Erin Marie Furtak, Sanford R. Student, and Amy Burkhardt. 2024. "How Can Crosscutting Concepts Organize Formative Assessments across Science Classrooms? Results of a Video Study" Education Sciences 14, no. 10: 1060. https://doi.org/10.3390/educsci14101060

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