Two Paradigms for Formative Assessment and Their Consequences for Opportunity to Participate in Science Learning

• In Event: Considering Classroom Assessment in K–12 Math and Science Classes: Four Perspectives

Abstract

Current science education reforms seek to broaden opportunities for all students to learn. While formative assessment is a critical piece of this vision, multiple paradigms for formative assessment remain in both research and practice. Some focus on establishing ‘gaps’ between students’ current understandings and learning goals, whereas others center student ideas and experience, and mediate between learning goals and student experiences to create bridges between the student and the science. This paper is a conceptual analysis that examines examples of classroom practice to illustrate how these perspectives on formative assessment function to limit - or broaden - students’ opportunities to engage in science learning.

Authors

• Erin Marie Furtak, University of Colorado - Boulder

• Clarissa Deverel-Rico, University of Colorado - Boulder