How Can Crosscutting Concepts Organize Formative Assessments Across Science Classrooms? Results of a Video Study

• In Event: Evolving Approaches to Classroom Assessment

Abstract

Science education reforms focus on a three-dimensional vision consisting of science practices, disciplinary core ideas, and crosscutting concepts [CCCs] to guide students’ learning. As ideas that span science disciplines, CCCs are a new element of science education reform; however, research is just beginning to emerge about how CCCs can serve as foundations not only for classroom learning experiences, but assessment. This paper presents findings of a video study conducted within a research-practice partnership with high school science teachers. We explore similarities and differences in how a common focus on energy organized teachers’ classroom formative assessment practices across science disciplines and grade levels. We also examine for the ways in which teachers’ facilitation afforded students opportunities to make sense of energy-related phenomena.

Authors

• Erin Marie Furtak, University of Colorado - Boulder
  Presenting Author

• Clarissa de Oliveira Deverel-Rico, BSCS Science Learning
  Non-Presenting Author

• Sanford R. Student, University of Delaware
  Non-Presenting Author

• Amy Burkhardt, Cambium Assessment
  Non-Presenting Author