Literaturnachweis - Detailanzeige
| Autor/inn/en | Fine, Caitlin G. McC.; Furtak, Erin M. |
|---|---|
| Titel | A Framework for Science Classroom Assessment Task Design for Emergent Bilingual Learners |
| Quelle | In: Science Education, 104 (2020) 3, S.393-420 (28 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Fine, Caitlin G. McC.) ORCID (Furtak, Erin M.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0036-8326 |
| DOI | 10.1002/sce.21565 |
| Schlagwörter | Bilingualism; Science Education; Equal Education; Learning Experience; Kindergarten; Elementary Secondary Education; Cultural Background; Teaching Methods; Student Evaluation; Evaluation Methods; Second Language Learning; Science Tests; Test Construction; Standards; Alignment (Education); Native Language; English (Second Language); Culture Fair Tests; Guidelines; Inclusion |
| Abstract | The "Framework for K-12 Science Education" (NRC; 2012) placed renewed emphasis on creating equitable science learning opportunities for all learners by engaging in three-dimensional learning experiences: disciplinary core ideas, crosscutting concepts, and science and engineering practices. Additionally, the "Framework" calls for a more inclusive approach to science learning that builds upon learners' linguistic practices and funds of knowledge and integrates open-ended, multimodal approaches to documenting learning throughout the assessment process. To support assessment developers in designing expansive "Framework"-aligned classroom-assessment approaches for emergent bilingual learners--learners developing two or more languages--tools are needed to guide design of assessments from their inception. This paper presents a literature-based framework for science assessment design for emergent bilingual learners that includes components critical to support these learners. We then operationalize the framework into five categories and analyze nine publicly available Next Generation Science Standards sample classroom assessments. The sample tasks allow us to illustrate how those engaged in classroom assessment design might create more expansive "Framework"-based science classroom assessments appropriate for emergent bilingual learners. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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