Insights from Using a Systematic Design Process to Develop Classroom-Based Assessment Resources for Measuring Elementary Students' Science and Literacy Proficiencies

Autor/inn/en	Weiser, Gary; Billman, Alison K.; Harris, Christopher J.; Brodsky, Lauren M.; Daniel, Damelin
Titel	Insights from Using a Systematic Design Process to Develop Classroom-Based Assessment Resources for Measuring Elementary Students' Science and Literacy Proficiencies
Quelle	(2022), (4 Seiten)Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Standards; Language Role; Science Instruction; Science Tests; Elementary School Students; Scientific Literacy; Academic Language; Educational Resources; Task Analysis; Scoring Rubrics; Teaching Guides; Barriers; Learning Processes; Equal Education; Inclusion; Evaluation Methods; Instructional Design; Elementary School Teachers; Computer Assisted Testing; Technology Integration + Suchen Sie Ihr Suchwort? Standard; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Bildungsmittel; Aufgabenanalyse; Scoring formulas; Auswertungsbogen; Lehrerhandbuch; Learning process; Lernprozess; Inklusion; Lesson concept; Lessonplan; Unterrichtsentwurf; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	The "Framework" and NGSS bring to the forefront the role of language in doing science and in learning from doing science. Yet, most existing science assessments for elementary learners do not integrate or attend to aspects of scientific language and literacy that are essential components of science proficiency. Accordingly, there is a need for high-quality classroom resources capable of providing teachers with information on where students are in the process of developing proficiency in science and scientific-specific literacy. In this paper, we present our design process for developing assessment resources -- tasks, rubrics, and teacher support materials -- and describe initial insights from using the process to develop resources for elementary grade classrooms. We highlight challenges and opportunities that have emerged from our work attending to the role of literacy assessing multi-dimensional science learning, incorporating equity and inclusion considerations in assessment design, and embracing the affordances of technology. [This paper was published in: "ICLS2022 Proceedings," International Society of the Learning Sciences, 2022, pp. 1237-1240.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01