Assessment to Promote Equity and Epistemic Justice: A Use-Case of a Research-Practice Partnership in Science Education
Assessment to Promote Equity and Epistemic Justice: A Use-Case of a Research-Practice Partnership in Science Education
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促进公平和认知正义的评估：科学教育研究实践伙伴关系的用例
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
Douglas A. Watkins
中科院分区：
文献类型：
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作者：
W. Penuel;Douglas A. Watkins
将教育评估与学习和教学的社会文化基础相结合的努力是有限的，因为我们缺乏证据表明如何在本质上复杂的教育环境中开发和维护此类系统。可信的用例有助于建立证据基础，我们在这里介绍一个：大学和大城市学区之间的研究实践伙伴关系。我们共同设计的系统的目标包括支持科学课堂中教育机会的重新分配（公平），以及支持和修复学生作为科学课堂和社区中认知和推理代理人的自我认知（认知正义）。我们描述了共同实现这些目标的合作伙伴关系和教育实践的组成部分：带有嵌入式评估的课程，允许学生弄清楚而不是被告知核心想法，引出学生课堂体验的退出门票，以及专注于迭代改进教师学习机会以支持学生能动性的教学指导系统。
Efforts to align educational assessments with the sociocultural foundations of learning and with instruction are limited because we lack evidence of how such systems can be developed and maintained in inherently complex educational settings. Credible use cases are helpful to developing the evidence base, and we present one here: a research-practice partnership between a university and a large urban school district. The goals of our codesigned system include supporting the redistribution of educational opportunities in science classrooms (equity) and supporting and repairing students’ self-perceptions as agents of knowing and reasoning in science classrooms and in the community (epistemic justice). We describe components of the partnership and educational practices that work together to accomplish these aims: curricula with embedded assessments allowing students to figure out rather than be told core ideas, exit tickets that elicit students’ classroom experience, and an instructional guidance system focused on iterative refinement of teacher learning opportunities to support student agency.