Expanding Opportunities to Learn in Secondary Science Classrooms Using Unconventional Forms of Classroom Assessments

Autor/inn/en	Kang, Hosun; Talafian, Hamideh; Tschida, Paul
Titel	Expanding Opportunities to Learn in Secondary Science Classrooms Using Unconventional Forms of Classroom Assessments
Quelle	In: Journal of Research in Science Teaching, 60 (2023) 5, S.1053-1091 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kang, Hosun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21824
Schlagwörter	Secondary School Students; Grade 11; Grade 12; Evaluation Methods; Instructional Innovation; Physics; Science Instruction; Minority Group Students; High School Teachers; Educational Opportunities; Teaching Methods; Control Groups; Academic Achievement; Student Evaluation + Suchen Sie Ihr Suchwort? Sekundarschüler; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Educational Innovation; Bildungsinnovation; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Bildungsangebot; Bildungschance; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Schulnote; Studentische Bewertung
Abstract	This study explores the role of unconventional forms of classroom assessments in expanding minoritized students' opportunities to learn (OTL) in high school physics classrooms. In this research + practice partnership project, high school physics teachers and researchers co-designed a unit about momentum to expand minoritized students' meaningful OTL. Specifically, the unit was designed to (a) expand what it means to learn and be good at science using unconventional forms of assessment, (b) facilitate students to leverage everyday experiences, concerns, and home languages to do science, and (c) support teachers to facilitate meaningful dialogical interactions. The analysis focused on examining minoritized students' OTLs mediated by intentionally designed, curriculum-embedded, unconventional forms of assessments. The participants were a total of 76 students in 11th or 12th grade. Data were gathered in the form of student assessment tasks, a science identity survey, and interviews. Data analysis entailed: (a) statistical analysis of student performance measured by conventional and unconventional assessments and (b) qualitative analysis of two Latinx students' experiences with the co-designed curriculum and assessments. The findings suggest that the use of unconventional forms of curriculum-embedded assessment can increase minoritized students' OTL if the assessment facilitates minoritized students to personally and deeply relate themselves to academic tasks. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01