Abstract
ABSTRACTThis study explored the enactment of formative assessment practices in 89 observed lessons across 15 middle and high school science teachers before and after they participated in workshops that coalesced around formative assessment, teaching science to English learners (ELs), and integrating Next Generation Science Standards with Common Core Literacy Standards. An observation rubric developed from the literature on formative assessment and teaching ELs in the context of science education looked at 7 assessment practices organized around 3 dimensions: assessment design, assessment use, and language/literacy considerations. Findings articulate distinct implementation levels across the assessment practices. Moreover, findings reveal 2 prototypical lesson types that did not fully reflect more responsive approaches to teaching ELs. Articulating commonly observed assessment practices could help refine research and instructional tools to support science teachers and teacher educators as they consider formative assessment through new perspectives.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
