A framework for science classroom assessment task design for emergent bilingual learners

Datos Bibliográficos

ID21392691
AutoresCaitlin G Mcc Fine (0000-0002-8605-7264, Equity, Bilingualism and Biliteracy, School of Education University of Colorado Boulder Boulder Colorado, autor de correspondencia), Erin M Furtak (0000-0002-7675-8366, STEM Education, School of Education University of Colorado Boulder Boulder Colorado)
Año2020
Volumen104
Número3
Páginas393-420
Fecha de publicación2020-05-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaScience Education (JOURNAL)
Identificadores de la revistaISSN: 0036-8326 • E-ISSN: 1098-237X
EditorialWiley (PUBLISHER • GB)
DOI10.1002/sce.21565
OpenAlexW3003458222
IdiomaEN
Citas recibidas19
Referencias citadas53

The Framework for K–12 Science Education (NRC; 2012) placed renewed emphasis on creating equitable science learning opportunities for all learners by engaging in three‐dimensional learning experiences: disciplinary core ideas, crosscutting concepts, and science and engineering practices. Additionally, the Framework calls for a more inclusive approach to science learning that builds upon learners' linguistic practices and funds of knowledge and integrates open‐ended, multimodal approaches to documenting learning throughout the assessment process. To support assessment developers in designing expansive Framework ‐aligned classroom‐assessment approaches for emergent bilingual learners—learners developing two or more languages—tools are needed to guide design of assessments from their inception. This paper presents a literature‐based framework for science assessment design for emergent bilingual learners that includes components critical to support these learners. We then operationalize the framework into five categories and analyze nine publicly available Next Generation Science Standards sample classroom assessments. The sample tasks allow us to illustrate how those engaged in classroom assessment design might create more expansive Framework ‐based science classroom assessments appropriate for emergent bilingual learners

Bilingual education · Educational technology · Expansive · Learning Sciences · Mathematics education · Next Generation Science Standards · Operationalization · Process (computing) · Science education · Task (project management) · Computer Science · Engineering · Innovative Teaching and Learning Methods · Psychology · Second Language Learning and Teaching · Student Assessment and Feedback