Conference: Culturally Sustaining Approaches to Science and Engineering Classroom Assessments

科学与工程的教学和课程已经开始让学习者了解他们自己、他们的社区以及他们的科学与工程经验。这些知识可以使学习科学和工程的经验更有意义和更有影响力，因为学习者可以看到内容与他们自己的经验和社区之间的更大联系。教师能够建立学习经验，为科学学习环境带来快乐、惊奇和热情。然而，用于记录和呈现学习者所知内容的评估方法通常无法充分代表新的教与学方法。这次会议汇集了研究人员、学校领导和教师，以开发框架和资源，使文化上可持续的方法来教授和学习科学和工程。文化上可持续的评估方法建立在学习者实践的基础上，接受他们所知道和能做的以及他们是谁，建立在社区知识和认识论的基础上，并利用他们为学习环境带来的所有智力和语言资源。会议讲习班将设法解决两项挑战，以促进在校内外环境中采用文化上可持续的评价方法的理论和实践：(a)通过借鉴科学教育、工程教育、课堂评估和学习科学方面的大量研究，将文化持续性评估方法的概念概念化；(2)生成一系列体现这一概念的文化持续性评估方法的图像和示例。研讨会将侧重于影响文化持续性评估的学术研究，同时注重实际应用。研讨会将汇集研究人员、学校领导、教师和其他感兴趣的团体，共同制定更好地支持学生学习的方法。该项目由探索研究PreK-12项目资助。探索研究preK-12项目（DRK-12）旨在通过研究和开发创新资源、模型和工具，显著提高preK-12学生和教师对科学、技术、工程和数学（STEM）的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，为拟议的项目提供了理论和实证依据。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

Science and engineering teaching and curriculum have begun to engage learners’ knowledge of themselves, their communities, and their experiences of science and engineering. This knowledge can make the experience of learning science and engineering more meaningful and impactful as learners can see greater connections between the content and how their own experiences and communities. Teachers are able to build learning experiences that bring joy, wonder, and enthusiasm into the science learning environment. However, assessment approaches for documenting and presenting what learners’ know have typically not been able to sufficiently represent the new approaches to teaching and learning. This conference brings together researchers, school leaders, and teachers to develop frameworks and resources for making culturally sustaining approaches to teaching and learning science and engineering. Culturally sustaining approaches to assessment build on learners’ repertoires of practice, to embrace what they know and can do as well as who they are, to build on community knowledge and epistemologies, and to engage all the intellectual and linguistic resources they bring to learning environments. The conference workshop would seek to address two challenges in advancing the theory and practice of culturally sustaining approaches to assessments within in and out-of-school settings: (a) conceptualizing the notion of culturally sustaining approaches to assessments by drawing upon a robust body of research in science education, engineering education, classroom assessment, and the learning sciences, and (2) generating a range of images and examples of culturally sustaining approaches to assessments that embody the concept. The workshop will focus on impacting scholarship in culturally sustaining assessment while simultaneously focusing on practical applications. The workshop will bring together researchers, school-based leaders, teachers, and other interested groups in forming approaches that will better support students’ learning. This project is funded by the Discovery Research PreK-12 program. The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.