Leveraging portfolios in professional development for middle school science teachers' assessment and data‐use practice

Datos Bibliográficos

ID21392685
AutoresMatthew Kloser (0000-0002-4902-9854, Notre Dame Center for STEM Education University of Notre Dame Notre Dame Indiana USA, autor de correspondencia), Harold Borko (0000-0002-7565-9307, Graduate School of Education Stanford University Stanford California USA), Matthew Wilsey (0000-0002-0933-3069, Notre Dame Center for STEM Education University of Notre Dame Notre Dame Indiana USA), Stephanie Rafanelli (0000-0002-5937-7510, Graduate School of Education Stanford University Stanford California USA)
Año2022
Volumen106
Número4
Páginas924-955
Fecha de publicación2022-07-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaScience Education (JOURNAL)
Identificadores de la revistaISSN: 0036-8326 • E-ISSN: 1098-237X
EditorialWiley (PUBLISHER • GB)
DOI10.1002/sce.21712
OpenAlexW4221112453
IdiomaEN
Citas recibidas3
Referencias citadas68

Using evidence of student thinking and performance is crucial to enacting ambitious science teaching because intimate, formative data can be responsive to student ideas about science. However, narratives and policies about assessment and data use do not always position teachers to draw on the breadth and variety of evidence from the classroom to make instructional decisions that foster sensemaking. Thus, understanding whether, when, and how teachers view and use assessment and other forms of student data is critical to understanding classroom interactions and learning. This study explores teachers' baseline assessment conceptions and practices as well as their changes with relation to assessment and data use across a year‐long intervention using a portfolio of classroom assessment artifacts. Middle school science teachers participated in professional development in which they reflected on assessment artifacts in light of nine dimensions of effective science assessment and data‐use practice. Drawing on interviews, as well as baseline and outcome portfolios from the classroom, we noticed that initial conceptions of practice focused on the variety and frequency of assessment. Nine months later, participants' practice showed growth in several dimensions, but differentially among teachers based on their baseline proficiency. Teachers were more likely to show growth in dimensions related to feedback and data use if they had initially showed proficiency in articulating clear learning goals and had previously aligned their assessments to the stated goals. These findings suggest a possible developmental trajectory for improving teachers' assessment and data use practice

Assessment for learning · Baseline (sea) · Faculty Development · Formative assessment · Mathematics education · Narrative · Pedagogy · Portfolio · Professional development · Science education · Sensemaking · Variety (cybernetics) · Computer Science · Educational Assessment and Improvement · Educator Training and Historical Pedagogy · Psychology · Teacher Education and Leadership Studies