What do science teachers consider when selecting formative assessment tasks?

Tomanek, Debra; Talanquer, Vicente; Novodvorsky, Ingrid

doi:10.1002/tea.20247

Cited by 27 publications

(23 citation statements)

References 23 publications

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“…Recognizing the scarcity of research on science teachers' assessment reasoning, we became interested in better understanding the nature and development of secondary school science teachers' thinking in this area. For example, we have analyzed the factors that influence prospective and experienced science teachers' reasoning as they select tasks to formatively assess their students' understanding of scientific concepts (Tomanek, Talanquer, Novodvorky, ). Our work revealed that teachers' selection of assessment questions is largely influenced by the perceived cognitive demand and efficacy of the task, as well as by student characteristics such as perceived ability to answer a question.…”

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Exploring prospective teachers' assessment practices: Noticing and interpreting student understanding in the assessment of written work

2015

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The goal of this exploratory study was to analyze how beginning prospective secondary school teachers approached the analysis of student written responses to formative assessment probes. We sought to identify what elements of students' written work were noticed, what types of inferences of student understanding were built, and what these noticed elements and inferences told us about levels of sophistication in assessing student understanding. Our results are based on the qualitative analysis of the written evaluations of student work made by 32 prospective secondary school teachers enrolled in an introductory teacher preparation course at our institution. The results of this study suggest that analyzing teachers' assessment of student understanding requires paying attention to both domain‐neutral and domain‐dependent aspects of teacher reasoning. Domain‐neutral dimensions help characterize how a teacher frames the assessment of student understanding. Domain‐dependent dimensions characterize how the teacher attends to relevant disciplinary ideas. Our prospective teachers often focused on the description and qualification of student work, making fewer attempts to make sense of student ideas. However, study participants' abilities to generate inferences were varied and influenced by the nature of students' responses. Findings from this study provide a framework for scaffolding and evaluating progress in teachers' abilities to notice and interpret student work. © 2015 Wiley Periodicals, Inc. J Res Sci Teach 52: 585–609, 2015.

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Exploring prospective teachers' assessment practices: Noticing and interpreting student understanding in the assessment of written work

2015

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“…Given the scarcity of research in this area, our efforts in recent years have focused on better understanding the nature and development of secondary school science teachers' thinking about assessment. We have, for example, explored the main factors that influence prospective and experienced science teachers' reasoning as they select tasks to formatively assess their students' understanding of scientific concepts (Tomanek, Talanquer, & Novodvorsky, 2008). This analysis revealed that teacher thinking in this area seems to be largely influenced by characteristics of the assessment tasks related to cognitive demand and perceived efficacy (e.g., focus on targeted concepts), as well as by characteristics of the students, such as perceived ability to complete the assessment task.…”

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Assessing students' understanding of inquiry: What do prospective science teachers notice?

2013

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The theoretical construct of teacher noticing has allowed mathematics teacher educators to examine teacher thinking and practice by looking at the range of activities that teachers notice in the classroom. Guided by this approach to the study of teacher thinking, the central goal of this exploratory study was to identify what prospective science teachers notice when evaluating evidence of student understanding in another teacher's inquiry-based unit. Our results are based on the qualitative analysis of 43 prospective teachers' evaluations of assessment evidence presented to them in the form of a video case and associated written artifacts. Analysis of our data revealed two major categories of elements, Task-General and Task-Specific, noticed by our study participants. Task-General elements included attention to learning objectives, independent student work, and presentation issues and they often served to guide or qualify the specific inquiry skills that were evaluated. Task-Specific elements included the noticing of students' abilities to perform different components of an investigation. In general, study participants paid attention to important general and specific aspects of student work in the context of inquiry. However, they showed preferential attention to those process skills associated with designing an investigation versus those practices related to the analysis of data and generation of conclusions. Additionally, their interpretations of assessment outcomes were largely focused on the demonstration of general science process skills; much less attention was paid to the analysis of the epistemological validity or scientific plausibility of students' ideas. Our results provide insights into the design of meaningful learning experiences for prospective teachers that elicit, challenge, and enrich their conceptions of student understanding in the context of inquiry. ß

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“…la plupart des études consultées, réalisées dans des domaines variés (par ex., sciences infirmières, astronomie, etc. ), révèlent que les étudiants disent aimer utiliser les télévoteurs en salle de classe (Meedzan & Fisher, 2009;sullivan, 2009). cependant, peu de recherches s'intéressant à la rétention de cet engouement chez les étudiants sont recensées.…”

Section: L'évaluation Formativeunclassified

“…un autre avantage non négligeable des télévoteurs est le fait que les réponses fournies par les étudiants sont anonymes (Fies & Marschall, 2006 ;sullivan, 2009 ;uhari, renko, & soini, 2003). Quand on demande aux étu -diants de répondre à une question à main levée, on ne garantit pas l'anonymat.…”

Section: L'anonymat Des Réponses Des éTudiantsunclassified

Les systèmes à réponses personnalisées (SRP)

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2014

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L’utilisation des systèmes à réponses personnalisées (SPR) est de plus en plus fréquente dans les salles de classe universitaires. Ce texte à caractère didactique décrit ce que sont ces systèmes et tente de montrer les liens existant entre ces outils technologiques et l’évaluation formative. Cette analyse aborde les dimensions suivantes : 1) la présence au cours et la motivation en cours, 2) la rétroaction, 3) l’ano - nymat, 4) les coûts, 5) l’impact de l’utilisation des SRP sur les apprentissages des étudiants, 6) l’apprentissage de l’environnement des SRP et les considérations techniques et 7) les types d’items et le développement de ces derniers.

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What do science teachers consider when selecting formative assessment tasks?

Cited by 27 publications

References 23 publications

Exploring prospective teachers' assessment practices: Noticing and interpreting student understanding in the assessment of written work

Exploring prospective teachers' assessment practices: Noticing and interpreting student understanding in the assessment of written work

Assessing students' understanding of inquiry: What do prospective science teachers notice?

Les systèmes à réponses personnalisées (SRP)

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