K–12 Teachers Designing Accessible, Equitable State Science Assessment: A Novel Professional Development Model

• In Event: Improving Equity and Quality in Science Education

Abstract

Few studies focus on cultural inclusivity on standardized science assessments and describe the impact of equity-focused initiatives. While numerous studies focus on K-12 teachers’ ability to meet the needs of Black, Indigenous, and People of Color (BIPOC), a very limited number explore teachers’ perceptions of the process of developing culturally responsive science test items. A qualitative case study approach was utilized to understand teachers’ perceptions of the incorporation of students’ lived experiences to assess scientific literacies through a unique state-initiated and supported standardized science item writing professional development model. Findings showcase an innovative partnership between a state board of education, higher education faculty from multiple disciplines in science and education, and K-12 science educators.

Authors

• Lavern Byfield, Southern Illinois University - Carbondale

• Heidi Regina Bacon, Southern Illinois University - Carbondale

• Senetta F Bancroft, Southern Illinois University - Carbondale

• Carol E. Colaninno, Emory University

• Abdulsamad Yahya Humaidan, University of Illinois at Urbana-Champaign