Elementary Teachers' Use of Formative Assessment to Support Students' Learning About Interactions Between the Hydrosphere and Geosphere

Forbes, Cory T.; Sabel, Jaime L.; Biggers, Mandy

doi:10.5408/14-063.1

Cited by 22 publications

(19 citation statements)

References 31 publications

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“…In phase three, I coded transcriptions of episodes of sensemaking to identify the resources that teachers leveraged to work through the incoherence they experienced. I started with a list of resources provided to the teachers through the professional development, as well as those described in previous analyses of teacher talk (Horn & Little, ) and science teachers’ formative assessment practices (Box et al, ; Buck & Truth‐Nare, ; Edwards & Edwards, ; Forbes et al, ). I also added resources that teachers mentioned in the data, as the vocabularies of participants are an important substance of sensemaking (Weick, ).…”

Section: Methodsmentioning

confidence: 99%

Exploring the role of coherence in science teachers’ sensemaking of science‐specific formative assessment in professional development

Heredia

2020

Science Education

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This study explores the role of conceptual coherence in science teacher learning of science‐specific formative assessment. Conceptual coherence refers to the alignment of ideas about teaching and learning and may be difficult with certain teaching practices, like formative assessment, that have a central role in accountability mechanisms in schools. The case study analyzes how one department of science teachers surfaced and managed issues of coherence as they developed and implemented science‐specific formative assessments during a 3‐year, job‐embedded professional development program. The issues of coherence shifted over the course of the 3 years of professional development as organizational changes happened at the district and the school. These shifting sources of incoherence resulted in varied uptake and use of the resources provided through professional development. When the source of incoherence was with changes introduced by the district or the school administration, the teachers did not leverage the resources provided by the professional development team. However, when the teachers surfaced issues of coherence in their classroom instruction, the science teachers relied on the professional development resources in their sensemaking. The results of this study have implications for the design of science teacher professional learning to provide teachers opportunities to manage sources of incoherence as they work to implement new instructional practices in their classrooms.

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Section: Methodsmentioning

confidence: 99%

Exploring the role of coherence in science teachers’ sensemaking of science‐specific formative assessment in professional development

Heredia

2020

Science Education

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“…Science teachers are constantly confronted with students' ideas about scientific phenomenon, including alternative conceptions and misconceptions, and must draw on their understanding of the subject matter to interpret students' ideas and probe for understanding (Coffey, Hammer, Levin, & Grant, 2011;Forbes, Sabel, & Biggers, 2015;Levin, 2013). Research has suggested that this aspect of the work of teaching science is neither intuitive nor straightforward (Nilsson & van Driel, 2010;Otero & Nathan, 2008).…”

Section: Conceptualizing Practice-based Measures Of Content Knowledgementioning

confidence: 99%

Practice‐Based Measures of Elementary Science Teachers' Content Knowledge for Teaching: Initial Item Development and Validity Evidence

Mikeska

Phelps

Croft

2017

ETS Research Report Series

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Since its 1947 founding, ETS has conducted and disseminated scientific research to support its products and services, and to advance the measurement and education fields. In keeping with these goals, ETS is committed to making its research freely available to the professional community and to the general public. Published accounts of ETS research, including papers in the ETS Research Report series, undergo a formal peer-review process by ETS staff to ensure that they meet established scientific and professional standards. All such ETS-conducted peer reviews are in addition to any reviews that outside organizations may provide as part of their own publication processes. Peer review notwithstanding, the positions expressed in the ETS Research Report series and other published accounts of ETS research are those of the authors and not necessarily those of the Officers and Trustees of Educational Testing Service.The Daniel Eignor Editorship is named in honor of Dr. Daniel R. Eignor, who from 2001 until 2011 served the Research and Development division as Editor for the ETS Research Report series. The Eignor Editorship has been created to recognize the pivotal leadership role that Dr. Eignor played in the research publication process at ETS. This report describes efforts by a group of science teachers, teacher educators, researchers, and content specialists to conceptualize, develop, and pilot practice-based assessment items designed to measure elementary science teachers' content knowledge for teaching (CKT). The report documents the framework used to specify the content-specific teaching practices and instructional tools that are critical to the work that elementary science teachers engage in with students, curriculum, and instruction. Drawing on this framework, the report details the development process for practice-based assessment items designed to measure CKT elementary science in three content areas: (a) structure and properties of matter, (b) ecosystems, and (c) Earth's place in the universe. These practice-based assessment items address the various content challenges elementary science teachers face in their work and were designed to be used as a foundation for building large-scale assessments of elementary science teachers' CKT science. This report presents initial validity evidence examining the practice-based CKT science item characteristics using results from online administrations of these items to 250 upper elementary science teachers. Findings reveal that the majority of these new assessment items capture variability in elementary science teachers' performance and that a large proportion of the items differentiate moderately well, supporting a beginning proof-of-concept for the conceptualization and design of these practice-based CKT elementary science assessment items. Keywords Science; assessment; content knowledge for teaching; specialized content knowledge; pedagogical content knowledge; subject matter knowledge; elementary teachers doi:10.1002/ets2.12168 Enhancing the capacity of K-12 teachers ...

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“…Formative assessment varies on a continuum from “on‐the‐fly” to “planned‐for‐interaction” to “curriculum‐embedded” assessment (e.g., Forbes, Sabel, & Biggers, ; Furtak, ; Shavelson, ). On‐the‐fly assessment is the most informal.…”

Section: Definition and Characteristics Of Formative Assessmentmentioning

confidence: 99%

“…To select appropriate actions, we assume that the assessment information is tied to the curriculum and fits teachers’ and students’ knowledge base including subject‐matter knowledge and pedagogical content knowledge (Falk, ; Forbes et al., ; Furtak & Heredia, ; Goertz et al., ; Heritage, Kim, Vendlinski, & Herman, ; Herman, Osmundson, Ayala, Schneider, & Timss, ; Sabel, Forbes, & Zangori, ). This would allow a teacher or student to select a new learning objective if they diagnose that the learning objective has been mastered.…”

Section: The Proposed Validation Framework For Formative Assessmentmentioning

confidence: 99%

A General Framework for the Validation of Embedded Formative Assessment

Otter¹,

Wools²,

Eggen³

et al. 2019

J Educational Measurement

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In educational practice, test results are used for several purposes. However, validity research is especially focused on the validity of summative assessment. This article aimed to provide a general framework for validating formative assessment. The authors applied the argument‐based approach to validation to the context of formative assessment. This resulted in a proposed interpretation and use argument consisting of a score interpretation and a score use. The former involves inferences linking specific task performance to an interpretation of a student's general performance. The latter involves inferences regarding decisions about actions and educational consequences. The validity argument should focus on critical claims regarding score interpretation and score use, since both are critical to the effectiveness of formative assessment. The proposed framework is illustrated by an operational example including a presentation of evidence that can be collected on the basis of the framework.

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Elementary Teachers' Use of Formative Assessment to Support Students' Learning About Interactions Between the Hydrosphere and Geosphere

Cited by 22 publications

References 31 publications

Exploring the role of coherence in science teachers’ sensemaking of science‐specific formative assessment in professional development

Exploring the role of coherence in science teachers’ sensemaking of science‐specific formative assessment in professional development

Practice‐Based Measures of Elementary Science Teachers' Content Knowledge for Teaching: Initial Item Development and Validity Evidence

A General Framework for the Validation of Embedded Formative Assessment

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