Tools and Routines to Support Three-Dimensional Formative Assessment Task Design in High School Biology: A Case Study

• In Event: Marriott Roundtable Session 24
  In Roundtable Session: Classroom Assessment Across the Content Areas

Abstract

This paper seeks to understand, through an in-depth case study of a community of high school biology teachers, the ways in which tools and resources aligned to the Next Generation Science Standards can support teacher design and enactment of formative assessment tasks, as well as teacher making sense of scientific ideas. This paper directly responds to the AERA 2020 theme by examining how teacher design of formative assessment can be facilitated in the context of a partnership between university researchers and high school teachers in a public school district.

Authors

• Erin Marie Furtak, University of Colorado - Boulder

• Clarissa Deverel-Rico, University of Colorado - Boulder