Conference: Culturally Sustaining Approaches to Science and Engineering Classroom Assessments

理工科教学和课程已开始让学生了解他们自己、他们所在的社区以及他们的理工科经验。这些知识可以使学习科学和工程的经历更有意义和影响力，因为学习者可以看到内容与他们自己的经历和社区之间的更大联系。教师能够构建学习体验，将喜悦、奇迹和热情带入科学学习环境。然而，用于记录和呈现学习者所知道的内容的评估方法通常不能充分反映新的教与学方法。这次会议聚集了研究人员、学校领导和教师，以开发框架和资源，为科学和工程的教学和学习提供文化支持的方法。文化上可持续的评估方法建立在学习者实践的基础上，接受他们所知道的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。会议讲习班将力求解决以下两个挑战：(A)利用科学教育、工程教育、课堂评估和学习科学方面的大量研究成果，将文化支持的评估方法的概念概念化；(2)产生体现这一概念的一系列形象和实例，以推动在学校内外环境中采用文化支持的评估方法的理论和实践。讲习班将侧重于在文化支持评估中对学术的影响，同时侧重于实际应用。研讨会将汇集研究人员、校本领导、教师和其他感兴趣的团体，形成更好地支持学生学习的方法。该项目由探索研究PreK-12计划资助。探索研究PREK-12计划(DRK-12)旨在通过研究和开发创新资源、模型和工具，显著提高Pre-K-12学生和教师在科学、技术、工程和数学(STEM)方面的学习和教学。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经验上的证明。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势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.