Elementary Teachers’ Experiences and Means of Integrating Science Assessment Tasks Into Their Instruction (Poster 11)

• In Event: Friday Poster Session 7:45 am
  In Poster Session: Considering Teachers, Students, and Contexts in Science Education

Abstract

Using research-based evidence for effective professional learning, we developed professional learning communities for teachers centered around engaging in NGSS-aligned formative assessment in elementary classrooms. We identify themes related to how our partner teachers integrated curriculum-independent, multidimensional science assessments into their classroom instruction and learning environments. We conducted thematic analysis of questionnaire responses and identified two themes that emerged: (1) Teachers spent time and effort planning how to integrate tasks into their curriculum and instruction, and (2) teachers focused on student engagement, discussion, and collaboration when judging whether task enactments were successful. These findings will inform our design of next year’s professional learning sessions and resources, and may inform other developers of assessments and professional learning around formative assessment in science.

Authors

• Brian D. Gane, University of Kansas

• Sania Z. Zaidi, Education Development Center

• Debbie Leslie, University of Chicago

• Carla Strickland, University of Chicago