The missing disciplinary substance of formative assessment

Coffey, Janet E.; Hammer, David; Левин, Д. М.; Grant, Terrance

doi:10.1002/tea.20440

Cited by 227 publications

(211 citation statements)

References 58 publications

(82 reference statements)

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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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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

View full text Add to dashboard Cite

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“…We find this analogy useful for several reasons. First, the construct of science sensemaking has been well developed [58,59,64,65], and encompasses practices valued by the science education community [62,66,67]. Thus, it can provide a starting point for conceptualizing pedagogical sensemaking, particularly for researchers who are less familiar with the existing PD literature.…”

Section: Pedagogical Sensemakingmentioning

confidence: 99%

Pedagogical sensemaking or “doing school”: In well-designed workshop sessions, facilitation makes the difference

Olmstead

Turpen

2017

Phys. Rev. Phys. Educ. Res.

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Although physics education researchers often use workshops to promote instructional change in higher education, little research has been done to investigate workshop design. Initial evidence suggests that many workshop sessions focus primarily on raising faculty's awareness of research-based instructional strategies, a fairly straightforward goal that has been largely met. However, increasing faculty's awareness of existing strategies alone has somewhat limited benefits. We argue that workshop leaders should also aim to cultivate faculty's ability and motivation to engage in pedagogical sensemaking, i.e., the pursuit of robust pedagogical logic based on observations and interpretations of classroom events. This goal is likely more challenging to achieve, and thus presents a greater need for research. In this paper, we pursue in situ, qualitative analysis of two parallel workshop sessions that seem to have the potential to support ambitious outcomes. We demonstrate how faculty may engage in aspects of pedagogical sensemaking, such as using observations of student behavior to support their arguments. We also show how faculty may instead seem to engage in interactions reminiscent of students "doing school," such as evaluating instruction based on "correctness" alone. We also show how differences in workshop facilitation seemed to contribute to faculty engaging in pedagogical sensemaking in one session only. These differences include (i) strictly enforcing session rules versus gently navigating faculty's incoming expectations, (ii) highlighting the workshop leaders' expertise versus working to minimize power differentials, and (iii) emphasizing the benefits of adoption of a prescribed strategy versus encouraging faculty to reason about possible adaptations. We consider the implications of this analysis for future research and workshop design.

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“…Los resultados de la investigación educativa en diversas áreas nos permiten identificar el tipo de interacciones formativas que tienen un mayor potencial para involucrar a la mayoría de los estudiantes en trabajo intelectual productivo (Coffey et al, 2011). Algunos autores se refieren a estas interacciones como prácticas docentes que sustentan la enseñanza ambiciosa de la disciplina (Windschitl et al, 2012).…”

Section: La Evaluación Formativa Como Marco De Referencia Y Acciónunclassified

Tres Elementos Fundamentales en La Formación De Docentes De Ciencias

Talanquer

2017

TED

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El éxito de reformas educativas basadas en resultados de la investigación en educación de las ciencias depende de la capacidad de los docentes para implementar formas de enseñanza ambiciosas y responsivas tanto a las expectativas de desempeño establecidas en estándares educativos nacionales como a las experiencias, ideas e intereses de los estudiantes. En este ensayo se describen, analizan y discuten tres elementos formativos que se consideran fundamentales en la preparación de tales docentes. Estos elementos incluyen (1) la conceptualización de la disciplina no como un cuerpo de conocimientos especializados, sino como una forma productiva de pensar y actuar sobre el mundo que nos rodea; (2) la habilidad para seleccionar o diseñar tareas instruccionales retadoras que involucren a los estudiantes de manera activa en la construcción de explicaciones y soluciones a fenómenos o problemas concretos de interés, y (3) la capacidad para implementar dichas tareas instruccionales de manera responsiva, usando evaluación formativa continuamente para hacer visible, promover, apoyar, enriquecer, cuestionar y dirigir el pensamiento de los estudiantes. Estas prácticas son necesarias para crear oportunidades de aprendizaje con un nivel apropiado de reto intelectual, el cual pueda ser sostenido a lo largo de toda tarea instruccional o unidad de trabajo. La enseñanza centrada en estos elementos satisface múltiples metas de la educación de las ciencias en la actualidad, tales como desarrollar la comprensión significativa de conceptos e ideas centrales en cada disciplina, promover la participación de los estudiantes en diversas prácticas científicas, involucrar a los estudiantes en argumentación y otras formas discursivas utilizadas en la construcción y evaluación del conocimiento científico, e integrar conocimientos y prácticas científicas en la generación de explicaciones y el diseño de soluciones de interés para los estudiantes y las sociedades en las que viven. La enseñanza ambiciosa y responsiva de la disciplina también facilita la participación equitativa de todo tipo de estudiantes en el aula y favorece el desarrollo profesional continuo de los docentes involucrados, quienes deben aprender a responder de manera productiva a las ideas de sus estudiantes en situaciones específicas y contextos variados. Sin embargo, el desarrollo de estas competencias demanda la transformación de los programas de formación docente para enseñar a enseñar en congruencia con los tres elementos formativos mencionados.

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The missing disciplinary substance of formative assessment

Cited by 227 publications

References 58 publications

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

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

Pedagogical sensemaking or “doing school”: In well-designed workshop sessions, facilitation makes the difference

Tres Elementos Fundamentales en La Formación De Docentes De Ciencias

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