The SAEBL Checklist: Science Classroom Assessments that Work for Emergent Bilingual Learners

Autor/inn/en	Fine, Caitlin Gailey McClearyCale; Furtak, Erin Marie
Titel	The SAEBL Checklist: Science Classroom Assessments that Work for Emergent Bilingual Learners
Quelle	In: Science Teacher, 87 (2020) 9, S.38-48 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Science Instruction; Teaching Methods; Bilingualism; Standards; Student Evaluation; Check Lists; Teacher Attitudes; Attitude Change; Educational Change; English Language Learners; Alignment (Education); Scaffolding (Teaching Technique); Cultural Awareness; Culturally Relevant Education; Scoring; Metacognition; Energy; Task Analysis; Spanish; Elementary Secondary Education; Evaluation Methods; Culture Fair Tests + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Bilingualismus; Standard; Schulnote; Studentische Bewertung; Checkliste; Lehrerverhalten; Attitudinal change; Einstellungsänderung; Bildungsreform; Cultural identity; Kulturelle Identität; Bewertung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Energie; Aufgabenanalyse; Spanisch
Abstract	American classrooms are increasingly heterogeneous linguistically. If all students are to engage in three-dimensional learning, how are educators making classroom assessments accessible and meaningful for emergent bilingual learners? There are few classroom assessment exemplars that embody the NGSS three-dimensional vision of the "Framework" and fewer that do so with emergent bilinguals in mind. This article describes a literature-based checklist to guide the design of equitable everyday assessment tasks for emergent bilingual learners. The authors developed the SAEBL checklist as a tool for educators and assessment designers so that considerations supporting emergent bilinguals are part of task designs from the start. In this way, the authors expand the ways in which emergent bilinguals' can communicate what they know and can do in science. This checklist aims to support shifts in classroom assessment design and pedagogy in transformative ways that lead to shifts in teachers' ideological stances. (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