A Call to Reimagine Science Formative Assessment Systems Through Translanguaging
Bibliographic Data
| ID | 7167174 |
|---|---|
| Authors | Caitlin G Mcc Fine (0000-0002-8605-7264, Metropolitan State University of Denver Denver Colorado USA, corresponding author), Erin M Furtak (0000-0002-7675-8366, University of Colorado Boulder Boulder Colorado USA) |
| Year | 2025 |
| Volume | 109 |
| Issue | 6 |
| Pages | 1808-1814 |
| Publication date | 2025-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science Education (JOURNAL) |
| Journal identifiers | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.70008 |
| OpenAlex | W4413024498 |
| Language | EN |
| Citations received | 2 |
| References cited | 58 |
Formative assessment · Mathematics education · Pedagogy · Science education · Sociology · Translanguaging · Computer Science · Higher Education Learning Practices · Psychology · Second Language Learning and Teaching · Student Assessment and Feedback
Subtractive Schooling
Translanguaging
A socio‐cultural theorisation of formative assessment
Formative assessment
Multiple Ways of Knowing
Assessment and Classroom Learning
Expansive Learning at Work
Examining how multilingual learners engaged in a digital science modeling assessment through translanguaging
Disruptive moments as opportunities towards justice‐oriented pedagogical practice in Informal Science Learning
Reframing formative assessment for emergent bilinguals
A framework for science classroom assessment task design for emergent bilingual learners
Science education with multilingual learners
“Estoy Explorando Science”
Retiring the term English language learners
Asset and deficit discourses of student ideas in science formative assessment co‐design
Adding Flesh to the Bones
Humanizing assessment
The language of ciencia
The translanguaging classroom
Translanguaging in US K–12 science and engineering education
Translanguaging Interpretive Power in Formative Assessment Co-Design
Monolingual Momentum
A disciplinary perspective on translanguaging
Bilingual education in the 21st century
Rethinking Language Barriers & Social Justice from a Raciolinguistic Perspective
Matters of participation
Toward pedagogías entrenzadas
When a monolingual science teacher and multilingual girls engage in science sensemaking through translanguaging
African American Language in science education
Savviness of sixth graders
Bienvenidos a la conversación
Undoing Appropriateness
Unsettling race and language
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |