Reframing formative assessment for emergent bilinguals
Linguistically responsive assessing in science classrooms
Dados Bibliográficos
| ID | 21392791 |
|---|---|
| Autores | Edward G Lyon (0000-0003-0898-6743, Department of Curriculum Studies and Secondary Education Sonoma State University Rohnert Park California USA, autor correspondente) |
| Ano | 2023 |
| Volume | 107 |
| Fascículo | 1 |
| Páginas | 203-233 |
| Data de publicação | 2023-01-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Science Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Editora | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.21760 |
| OpenAlex | W4289517922 |
| Idioma | EN |
| Citações recebidas | 13 |
| Referências citadas | 74 |
Research into the effective teaching of science to emergent bilinguals has converged around key theoretical perspectives and led to expansive empirical evidence that emphasizes the integration of science learning with language/literacy development. Simultaneously, formative assessment has been touted as one of the key components of effective teaching in science classrooms. I address a critical research gap by connecting the teaching of emergent bilinguals in science classrooms to formative assessment through sociocultural perspectives and linguistically responsive teaching—thereby reframing the traditional model of formative assessment into a framework for linguistically responsive assessing. To illustrate the challenges and opportunities of translating a framework of linguistically responsive assessing into practice, I analyzed the formative assessment practices of two middle school science teachers with whom I worked through ongoing professional learning in support of emergent bilinguals through assessing. Both teachers (1) framed learning goals and assessment around meaningful and relevant student contexts, (2) planned multimodal assessment interactions to scaffold science learning and language/literacy development, and (3) attempted to elicit students’ lived experiences. Yet, I also observed missed opportunities that provide additional insight into the continued challenges of ensuring that formative assessment for emergent bilinguals puts literacy and the students’ linguistic, cultural, and home/family assets front and center
Cognitive reframing · Formative assessment · Literacy · Mathematics education · Pedagogy · Science education · Innovative Teaching and Learning Methods · Psychology · Second Language Learning and Teaching · Student Assessment and Feedback
Teachers’ Understanding of Culturally Relevant Education in Middle and High School Science Classrooms
Culturally and Linguistically Sustaining Formative Assessment in science and engineering
Making in‐the‐moment learning visible
Teachers' Ratings of Multilingual Learners' Science Skills
The ideal versus the real
Science education with multilingual learners
Co‐creating a community of belonging and presence
Asset and deficit discourses of student ideas in science formative assessment co‐design
A Case Study of Preservice Science Teachers' Enactment of Co‐Designed Formative Assessment Practices in a Chemistry Laboratory Setting
A Call to Reimagine Science Formative Assessment Systems Through Translanguaging
It's Just a Hot Mess
Syrian refugee youths' science learning in a “dialogic” third space
Savviness of sixth graders
Formative assessment
The Language Factor in Mathematics Tests
Pedagogical Language Knowledge
Formative Assessment
Beyond Cold Conceptual Change
Exploring teachers' informal formative assessment practices and students' understanding in the context of scientific inquiry
Case Study Research
Assessment and Classroom Learning
A framework for science classroom assessment task design for emergent bilingual learners
Next generation sheltered instruction to support multilingual learners in secondary science classrooms
“Estoy Explorando Science”
Retiring the term English language learners
Preparing preservice teachers to teach science to english learners
Challenges and Opportunities for Language Learning in the Context of the CCSS and the NGSS
Identifying Relevant Competencies for Secondary Teachers of English Learners
Insights into Professional Development for Teachers of English Language Learners
What Does Standards‐based Educational Reform Mean for English Language Learner Populations in Primary and Secondary Schools
Culturally Sustaining Pedagogy
Tracking and High School English Learners
Impact of a Large-Scale Science Intervention Focused on English Language Learners
Science and Language for English Language Learners in Relation to Next Generation Science Standards and with Implications for Common Core State Standards for English Language Arts and Mathematics
Proposing a core set of instructional practices and tools for teachers of science
Linguistically Responsive Teacher Education
Keeping It Complex
Unsettling race and language
| Obras citantes distintas | 13 |
|---|---|
| Citações por ano | 4,33 |
| Intervalo de citações | 2023 - 2026 (4) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 13 |