Conceptualizing and Exemplifying Science Teachers' Assessment Expertise

Lyon, Edward G.

doi:10.1080/09500693.2013.770180

Cited by 19 publications

(7 citation statements)

References 40 publications

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“…Sixteen articles report on research of teaching and teacher learning. Among them, three articles report on the development of LPs for teacher learning (Adadan & Oner, ; Lyon, ; Schneider & Plasman, ), whereas the rest of the articles report on teachers’ understanding and use of student LPs.…”

Section: Resultsmentioning

confidence: 99%

“…This suggests that, while researchers have developed many LPs, the advance in research on learning has just begun to stimulate an advance in research on teaching in the same area. Among the 16 studies, three studies developed LPs for teachers’ pedagogical content knowledge (Adadan & Oner, ; Lyon, ; Schneider & Plasman, ), while the rest 13 studies investigated teachers’ understanding and use of a student LP. We discuss the results from the analysis of the latter because they provided information on teachers’ role in building horizontal coherence among curriculum, instruction, and assessment.…”

Section: Resultsmentioning

confidence: 99%

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Toward coherence in curriculum, instruction, and assessment: A review of learning progression literature

et al. 2019

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To evaluate the recent advances in learning progression (LP) research and identify future research directions, we reviewed LP literature from 2006 to 2018. Through a systematic search of Web of Science databases and key journals, we located 130 LP articles published between 2006 and 2018. Among these articles, we reviewed 86 studies. The review was framed around three types of coherence that LPs can provide in a system of curriculum, instruction, and assessment: developmental, vertical, and horizontal coherence. Developmental coherence refers to the idea that LPs, as cognitive models, should describe development in students from intuitive thinking to scientific thinking. It provides a foundation for building the horizontal coherence (the alignment among curriculum, instruction, and assessment) and the vertical coherence (the linkage between classroom and large-scale assessments). The results of our review suggest significant advances in enhancing the developmental coherence. More specifically, existing LPs have captured the mechanisms of knowledge development and integrated knowledge and practice in different ways. Regarding the horizontal coherence, while the methodology for the development and validation of LPs has been established, limited attention has been given to LP-based interventions and teachers' understanding and use of LPs. Only one study explored LP's role in building vertical coherence. The review reveals a great need for future research (a) to develop LPs for scientific reasoning that cut across multiple science topics and disciplines, (b) to use LPs in instructional interventions, teacher education, and professional development, and (c) to use LPs to link classroom assessments with large-scale assessments.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Toward coherence in curriculum, instruction, and assessment: A review of learning progression literature

et al. 2019

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“…We emphasize that if the task is not assessing specific language functions, structures, or vocabulary, there should be an explicit, written indication that learners may translanguage and use all of their linguistic resources when thinking about and answering the task components (García et al, 2017). Finally, following Lyon (2013), tools and resources to support the integration of local place‐based phenomena into all classroom assessment tasks is an important way to build on local community knowledge and enable learners to better relate to tasks. Though all of the NGSS tasks are embedded within contextualized phenomena, it is not clear how well these phenomena will resonate with or motivate learners across different contexts and communities.…”

Section: Discussionmentioning

confidence: 99%

A framework for science classroom assessment task design for emergent bilingual learners

Fine

Furtak

2020

Science Education

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The Framework for K–12 Science Education (NRC; 2012) placed renewed emphasis on creating equitable science learning opportunities for all learners by engaging in three‐dimensional learning experiences: disciplinary core ideas, crosscutting concepts, and science and engineering practices. Additionally, the Framework calls for a more inclusive approach to science learning that builds upon learners' linguistic practices and funds of knowledge and integrates open‐ended, multimodal approaches to documenting learning throughout the assessment process. To support assessment developers in designing expansive Framework‐aligned classroom‐assessment approaches for emergent bilingual learners—learners developing two or more languages—tools are needed to guide design of assessments from their inception. This paper presents a literature‐based framework for science assessment design for emergent bilingual learners that includes components critical to support these learners. We then operationalize the framework into five categories and analyze nine publicly available Next Generation Science Standards sample classroom assessments. The sample tasks allow us to illustrate how those engaged in classroom assessment design might create more expansive Framework‐based science classroom assessments appropriate for emergent bilingual learners.

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“…This comparison prompted rubric division into six sub ‐dimensions, two for each dimension (design— assessment task and alignment ; use— curricular context and cycle of inquiry ; equity— fairness and access ). Moreover, exemplar responses were found for each subdimension (see Lyon, , for more details). Next, two education PhD students were trained on the rubric by collectively and independently scoring practice responses.…”

Section: Methodsmentioning

confidence: 99%

“…Assessment expertise was conceptualized and analyzed around three dimensions, each one built on literature from science education, educational assessment, and teaching and assessing ELs (see Lyon, , for more details). The dimensions apply to both the teachers’ understanding of assessment (beliefs and knowledge) as well as their facility with assessment in practice.…”

Section: Analytical Lenses: Assessment Design Use and Equitymentioning

confidence: 99%

Learning to Assess Science in Linguistically Diverse Classrooms: Tracking Growth in Secondary Science Preservice Teachers’ Assessment Expertise

Lyon

2013

Science Education

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Although studies have documented teachers' growth in assessing science resulting from professional development or science methods courses, little attention has been given to growth while being prepared to assess a linguistically diverse student population. In this study, the growth of 11 secondary science preservice teachers is documented by expanding the analytical lens-looking at not only how teachers understand and plan to use assessment formatively but also their consideration of assessment design and assessment equity for English learners. Drawing on interviews, open-ended prompts, and program artifacts collected throughout the yearlong teacher education program, quantitative and qualitative findings indicate that the teachers demonstrated the most growth in their expertise at using assessment to support learning. Although quantitative analyses indicate that changes in the teachers' expertise at designing assessment and considering equity in assessment were not statistically significant, additional analyses revealed nuanced ways in which the teachers' expertise grew: expanding their repertoire of assessment tasks, considering alignment of assessment tasks with learning objectives, and becoming more knowledgeable of the role of language while assessing. I argue that broadening how we analyze assessment, combined with an expanded time frame, provides new information about the extent to which teachers are prepared to assess science in linguistically diverse classrooms.

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Conceptualizing and Exemplifying Science Teachers' Assessment Expertise

Cited by 19 publications

References 40 publications

Toward coherence in curriculum, instruction, and assessment: A review of learning progression literature

Toward coherence in curriculum, instruction, and assessment: A review of learning progression literature

A framework for science classroom assessment task design for emergent bilingual learners

Learning to Assess Science in Linguistically Diverse Classrooms: Tracking Growth in Secondary Science Preservice Teachers’ Assessment Expertise

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