What about language while equitably assessing science?: Case studies of preservice teachers' evolving expertise

Lyon, Edward G.

doi:10.1016/j.tate.2012.12.006

Cited by 16 publications

(34 citation statements)

References 34 publications

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“…It can be concluded that both concerns can shape the teacher candidates' decisions to provide EA. Similar concerns were found by Lyon (2013) in his study that the teacher candidates were worried about reducing or scaffolding language demand of an assessment which was shaped by teachers' beliefs about language minorities. Thus, as educators, we need to provide ways and try to convince teacher candidates about; (a) various formative assessments can be easily used in a short time to elicit and assess students' learning without increasing their workload and (b) assessments can be scaffolded for minority students without reducing content demands of the assessment tasks.…”

Section: Implicationsupporting

confidence: 67%

“…However, their interview results showed that they only identified learning styles and language differences as the main reasons to provide EA and accordingly, they provided detailed information about how to address differences in learning styles and language during assessment process to achieve equality. Similarly, the results of Siegel's (2014) and Lyon's (2013) studies showed that science teacher candidates' focused on learning styles and language as individual differences in their studies when they explained benefits of EA. Yet, it is important for teachers to consider a larger views of student diversity because students convey diverse cultures (including language, gender, ethnicity, socioeconomic status), epistemologies (including learning styles and views) and experiences to classrooms that affect how they interpret and learn science content and how they show their understandings of science concepts (Solano-Flores, & Nelson-Barber, 2001).…”

Section: Discussionmentioning

confidence: 93%

“…Providing fairness in grading is critical, however, it is more important for teachers to comprehend EA as a way to make all students equally participate in a learning context to learn and display their own learning (Abell & Siegel, 2011;Siegel, 2014). Thus first, a more sophisticated understanding of EA requires teachers to view diversity as an opportunity to understand each student's culture and identity which underpin each action of the student; second, it requires teachers to think about ways to provide greater access to rigorous science content and display opportunities for all students to show their conceptual learning (Kusimo et al, 2000;Abell & Siegel, 2011;Lyon, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…Using EA practices in formative assessment process to collect data on students' learning and using these data to provide feedback and revising the lessons accordingly were proved to affect learning successes of all students in science (Fusco & Barton, 2001;Siegel, 2007;Siegel, 2014;Suskie, 2000). Beside of helping students to learn, EA behaves as a tool to reveal any inequalities which may occur during instruction in classrooms (Lyon, 2013); also, using EA is essential for minority students since they cannot otherwise be given any learning opportunity. Furthermore, teachers' beliefs about learning and learners influence their assessment decisions as well (Siegel, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Turkish Science Teacher Candidates Understandings of Equitable Assessment and Their Plans about It

İzci

2018

Journal of Education in Science, Environment and Health

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This study aims to investigate how Turkish science teacher candidates understand equitable assessment and in what ways they plan to provide equitable assessment practices. 156 science teacher candidates from a teacher education program in a large university in Eastern part of Turkey participated in the current study. A questionnaire and semi-structured interviews served as data sources. All collected data were qualitatively analyzed to illustrate science teacher candidates' understandings of equitable assessment and their plans to achieve equitable assessment in their lessons. Results of the study showed that science teacher candidates mostly equated equitable assessment with fairness including fairness in grading. But most of the teacher candidates did not consider that providing equal opportunities for students to display their levels of understanding about the related concepts was not an important characteristic of equitable assessment. The results also showed that participants focused on differences in learning styles and language as reasons why to provide equitable assessment and accordingly stated some ways to achieve equality in assessment processes for these groups. While preparing teachers, teacher education programs need to emphasize more understanding of diversity and provide the knowledge and attitudes necessary for effective teaching.

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Section: Implicationsupporting

confidence: 67%

Section: Discussionmentioning

confidence: 93%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Turkish Science Teacher Candidates Understandings of Equitable Assessment and Their Plans about It

İzci

2018

Journal of Education in Science, Environment and Health

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“…Throughout the entire process, research memos were written to synthesize procedures and coded data and aid in presenting a transparent path of analysis from raw data to inferences drawn (Corbin & Strauss, ). As part of further analyses not reported in this paper, narrative case studies of three teachers were written (Lyon, ) and sent to the respective teacher as a member check to ensure findings were being reported accurately. In all three cases, the teachers did not need me to make any changes.…”

Section: Methodsmentioning

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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Science education with multilingual learners: Equity as access and equity as transformation

et al. 2023

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Research in science education with multilingual learners (MLs) has expanded rapidly. This rapid expansion can be situated within a larger dialogue about what it means to provide minoritized students with an equitable education. Whereas some conceptions of equity focus on ensuring all students have access to the knowledge, practices, and language normatively valued in K‐12 schools (equity as access), increasingly prominent conceptions focus on transforming those knowledge, practices, and language in ways that center minoritized students and their communities (equity as transformation). In this article, we argue that conceptions of equity provide a useful lens for understanding emerging research in science education with MLs and for charting a research agenda. We begin by tracing how conceptions of equity have evolved in parallel across STEM and multilingual education. Then, we provide an overview of recent developments from demographic, theoretical, and policy perspectives. In the context of these developments, we provide a conceptual synthesis of emerging research by our team of early‐career scholars in three areas: (a) learning, (b) assessment, and (c) teacher education. Within each area, we unpack the research efforts in terms of how they attend to equity as access while pushing toward equity as transformation. Finally, we propose a research agenda for science education with MLs that builds on and extends these efforts. We close by offering recommendations for making this research agenda coherent and impactful: (a) being explicit about our conceptions of equity, (b) paying attention to the interplay of structure and agency, and (c) promoting interdisciplinary collaboration.

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What about language while equitably assessing science?: Case studies of preservice teachers' evolving expertise

Cited by 16 publications

References 34 publications

Turkish Science Teacher Candidates Understandings of Equitable Assessment and Their Plans about It

Turkish Science Teacher Candidates Understandings of Equitable Assessment and Their Plans about It

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

Science education with multilingual learners: Equity as access and equity as transformation

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