A Design-Based Process in Characterizing Experienced Teachers’ Formative Assessment Enactment in Science Classrooms

Sevian, Hannah; Dini, Vesal

doi:10.1007/978-3-030-17219-0_20

Cited by 4 publications

(10 citation statements)

References 18 publications

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“…Therefore, we involved them at various stages of the research process through a design‐based approach. The process of development of these products is discussed in detail in another paper (Sevian & Dini, ), and we briefly highlight the relevant features below.…”

Section: Methodsmentioning

confidence: 99%

“…The 6‐month PD program and the first day of the teacher leader retreat were planned by three of the study authors and Teacher Set A, who led the PD. These two PD venues provided data on how teachers used the emerging coding scheme, and the teachers' input was incorporated to improve the analysis and the tools (Sevian & Dini, ).…”

Section: Methodsmentioning

confidence: 99%

“…Following a design‐based approach (Cobb, Zhao, & Dean, ), as well as aspects of grounded theory (Strauss & Corbin, ), our process to develop the coding scheme involved several rounds of work among different sets of people (for details, see Sevian & Dini, ). We worked from an initial model based on a prior focus group study (Clinchot et al, ; Levin et al, ; Windschitl, Thompson, & Braaten, ), which was strongly influenced by Levin et al () and the model of Ambitious Science Teaching (Windschitl et al, ).…”

Section: Methodsmentioning

confidence: 99%

“…This paper describes our approach to modeling FA enactment as we synthesize aspects of others' elements and models. Our work addresses a problem of practice: science teachers need practical guidance to reflect on their own discourse practices while enacting FA to support students' sense‐making (Sevian & Dini, ).…”

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confidence: 99%

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Characterizing the formative assessment enactment of experienced science teachers

et al. 2020

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Teachers' use of formative assessment (FA) has been shown to improve student outcomes; however, teachers enact FA in many ways. We examined classroom videos of nine experienced teachers of elementary, middle, and high school science, aiming to create a model of FA enactment that is useful to teachers.We developed a coding scheme through a validation-in-use approach to characterize teachers' practices using three streams of data that included teachers' self-interviews about the purposes and outcomes of their FAs, our analysis of their noticing/interpreting and acting, and their comments on intentions behind the teaching acts they considered significant.In contrast to cycles of eliciting-noticing-interpreting-acting, we found noticing/interpreting to be central to FA enactment, driving teachers' eliciting or advancing acts. We characterized ways of noticing/interpreting as more authoritative or dialogic and observed that eliciting acts and advancing acts occurred along a similar range. Teachers' in-the-moment purposes and larger learning goals were synthesized as they made choices about teaching acts. The model is framed in terms of utility to teachers to examine their own FA practices, with the aim of becoming better equipped to strategically enact FA in intentional ways to achieve their purposes.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

mentioning

confidence: 99%

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Characterizing the formative assessment enactment of experienced science teachers

et al. 2020

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“…This research was conducted by a collaborative team of chemistry education researchers, middle school science teachers, and high school chemistry teachers . The participants in the study were experienced (>3 years) middle school science and high school chemistry teachers from across New England.…”

Section: Methodsmentioning

confidence: 99%

Teachers’ Noticing, Interpreting, and Acting on Students’ Chemical Ideas in Written Work

et al. 2020

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Formative assessment is an important component of teaching as it enables teachers to foster student learning by uncovering, interpreting, and advancing student thinking. In this work, we sought to characterize how experienced chemistry teachers notice and interpret student thinking shown in written work, and how they respond to what they learn about it. Drawing on qualitative methods from different educational fields, we analyzed data collected during focus groups of middle and high school teachers. Using a “chemical thinking” lens, teachers’ formative assessment practices were characterized as descriptive vs inferential in noticing, evaluative vs sense-making in interpreting, and directive vs responsive in acting. Four major patterns emerged in teachers’ interpreting of student thinking and proposed acting. These patterns affected the diversity of ideas that teachers noticed in student work. Ways of using the findings are offered for chemistry teachers wishing to examine and diversify their own noticing practices, and for professional development efforts in this area.

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Educational Escape Room: Break Dalton’s Code and Escape!

2021

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In the contemporary landscape of science education, teachers aspire to implement approaches that engage students with diverse teaching methods in diverse learning environments. By reviewing educational literature that deals with chemical escape rooms (ChEsRms), we can find several purposes they serve; however, only a few papers used ChEsRms for assessing student’s knowledge and 21st century skills. The “Escape Room-based Educational Assessment” (EREA) has been built, at the Faculty of Education in our institution, to serve high-school chemistry teachers and their students as an alternative learning and assessment environment. A variety of puzzles are described in this activity paper. The escape room is equipped with cameras that record students’ work while solving the puzzles, and at the same time, they can be observed by their teachers from a control room. Teachers were asked to provide feedback on the activity and specify which puzzles required the implementation of significant chemical knowledge, high order thinking skills (analysis, synthesis, or evaluation), and thinking creatively, for their solution. Based on the teachers’ perception, the skills required while solving the puzzles were mapped. Teachers addressed a variety of aspects: (a) domain specific skills in chemistry such as the implementation and synthesis of chemical knowledge, (b) scientific practices such as question posing and problem solving, and (c) 21st century skills such as collaboration, taking initiative, and creativity.

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A Design-Based Process in Characterizing Experienced Teachers’ Formative Assessment Enactment in Science Classrooms

Cited by 4 publications

References 18 publications

Characterizing the formative assessment enactment of experienced science teachers

Characterizing the formative assessment enactment of experienced science teachers

Teachers’ Noticing, Interpreting, and Acting on Students’ Chemical Ideas in Written Work

Educational Escape Room: Break Dalton’s Code and Escape!

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