Expanding opportunities to learn in secondary science classrooms using unconventional forms of classroom assessments
Expanding opportunities to learn in secondary science classrooms using unconventional forms of classroom assessments
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使用非常规形式的课堂评估扩大中学科学课堂的学习机会
DOI：
10.1002/tea.21824
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发表时间：
2022
影响因子：
4.6
通讯作者：
Tschida, Paul
中科院分区：
文献类型：
--
作者：
Kang, Hosun;Talafian, Hamideh;Tschida, Paul
本研究探讨了非传统形式的课堂评估在高中物理课堂中扩大少数民族学生学习机会（OTL）的作用。在这个研究+实践合作项目中，高中物理教师和研究人员共同设计了一个关于动量的单元，以扩大少数民族学生有意义的OTL。具体而言，该单元旨在（a）使用非常规的评估形式来扩展学习和擅长科学的意义，（B）促进学生利用日常经验，关注和家庭语言来做科学，以及（c）支持教师促进有意义的对话互动。分析的重点是检查少数民族学生的OTL介导的有意设计，课程嵌入式，非常规形式的评估。参与者是11年级或12年级的76名学生。数据收集的形式，学生的评估任务，科学身份调查，和采访。数据分析需要：（a）通过常规和非常规评估对学生表现进行统计分析，以及（B）对两名拉丁裔学生在共同设计的课程和评估中的经历进行定性分析。研究结果表明，使用非传统形式的课程嵌入式评估可以提高少数民族学生的OTLifthe评估有助于少数民族学生个人和深入地将自己与学业任务联系起来。
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' OTLifthe assessment facilitates minoritized students to personally and deeply relate themselves to academic tasks.
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学习理论、课堂评估和公平
DOI：
--
发表时间：
2021
期刊：
Educational measurement issues and practice
影响因子：
--
作者：
Kang, H;Furtak, E.
通讯作者：
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影响因子：
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作者：
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通讯作者：
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影响因子：
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作者：
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DOI：
--
发表时间：
2020
期刊：
International journal on responsibility
影响因子：
--
作者：
Patricia L. Kimball;Lucy C Phillips;Krista E Kirka;John J. S. Harrichand
通讯作者：
John J. S. Harrichand
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影响因子：
2.1
作者：
Xuexue Yang
通讯作者：
Xuexue Yang