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

Abstract

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.

Mitigating the effect of language in the assessment of science: A study of English‐language learners in primary classrooms in the United Kingdom

“…Closely related to the issue of rating deficiencies is assessment equity (Siegel, ). Lyon () asserts that this occurs when language and experiences which nonmainstream learners bring from their home and personal cultural environments are valued and respected, and where they do not put learners at a disadvantage in demonstrating knowledge. Evidence that ELLs’ performance can be treated nonequitably is widespread (Kopriva, ; Solano‐Flores & Trumbull, ).…”

Arctic science education using public museum collections from the University of Alaska Museum: an evolving and expanding landscape

“…High teacher turnover, single subject teacher qualifications, and irrelevant geoscience curricula are variables that prevent students from participating in place-based STEM activities in K-12 classrooms. This results in a disengagement of Alaska Natives in sciences and low graduation rates (Castagno and Brayboy 2008;Lyon 2013;Kaden et al 2014).…”

Prospective Science Teachers' Perception Related to Formative Assessment Approaches in Turkey

“…However, there are very few studies that examine science teachers' measurement-assessment competences, knowledge, perceptions, etc (Lyon, 2013). In addition, many teachers do not feel sufficient about measuring and assessing, and need help to implement and make decisions based on measurement and assessment techniques in multiple and different types (Mertler & Campbell, 2005).…”

“…In addition, many teachers do not feel sufficient about measuring and assessing, and need help to implement and make decisions based on measurement and assessment techniques in multiple and different types (Mertler & Campbell, 2005). Thus, prospective science teachers' use of effective measurement and assessment approaches or activities in science education has a vital importance for the development and progress of science education (Lyon, 2013). Teacher training programs make a great effort to help teacher candidates acquire the knowledge and skills needed to be successful in their future careers (Yılmaz-Tüzün, 2008).…”

“…Measurement and assessment is also an important element of this change, leading to radical reforms in science education and science curricula. Therefore, measurement and assessment is of vital importance in secondary and tertiary science education and classes, for reporting on student learning and knowledge affecting students 'development on the basis of the curriculum as well as providing support to students' science learning (Lyon, 2013).…”