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Considering Classroom Assessment in K–12 Math and Science Classes: Four Perspectives
Sun, April 11, 4:10 to 5:40pm EDT (4:10 to 5:40pm EDT), SIG Sessions, SIG-Classroom Assessment Paper and Symposium SessionsSession Type: Paper Session
Abstract
Learn how a mathematics learning trajectory-based classroom assessment system functioned, about authentic assessments designed to promote girls’ self-efficacy in STEM, about the development and validation of a student self-report survey to capture student perceptions of science assessment tasks, and consider two paradigms for formative assessment and their consequences for students’ opportunity to participate in science learning. While the quantitative and conceptual papers in this session focus on math and science students, the papers’ findings, claims, and perspectives raise important questions for K-12 classroom assessment beyond STEM.
Sub Unit
Chair
Papers
Designing Authentic Assessments to Promote Girls' Self-Efficacy and Interest in STEM Subjects and Careers - Kim H. Koh, University of Calgary; Olive Chapman, University of Calgary; Shimeng Liu, University of Calgary
Development and Validation of the Student Perceptions of Assessment Student Self-Report Survey - james H. mcmillan, Virginia Commonwealth University; Lauren Cabrera, Virginia Commonwealth University; Erica Ross, Virginia Commonwealth University; Michael Broda, Virginia Commonwealth University; Stephanie Mills Moore, EducateVA
Two Paradigms for Formative Assessment and Their Consequences for Opportunity to Participate in Science Learning - Erin Marie Furtak, University of Colorado - Boulder; Clarissa Deverel-Rico, University of Colorado - Boulder