Contextually Informed Science Assessment: Exploring Student Responses at the Intersection of Science and Real-world Issues

• In Event: Bringing Science to Life through Innovative Science Intervention for Chemistry and Physics High School Students

Abstract

Introduction
Contextually informed science instruction, such as drawing on students’ lived experiences, is essential for supporting learners from diverse backgrounds (Authors, 2023). Scholars have emphasized the importance of helping students understand why science matters and how it connects to their lives (Calabrese-Barton, 2003). While educational research has extensively explored curriculum and pedagogy (Ladson-Billings, 1995; Gay, 2018; Zeidler et al., 2005), less attention has been paid to how science assessments can be rooted in students’ experiences to strengthen both learning and critical thinking. Although some researchers have proposed strategies for designing contextually informed assessment tasks that connect real-world issues with science content (Nortvedt et al., 2020; Walker et al., 2023), the broader assessment literature tends to focus on fairness and equity in performance-based testing (e.g., Alfaiz et al., 2020).
To address this gap, our proposal introduces an innovative approach to formative assessment in science by incorporating contextually informed chemistry tasks grounded in students’ lived experiences and real-world relevance. We also implemented semi-structured interviews as a cognitive lab strategy to examine how students engage with these tasks. Designed within our enrichment program, these assessments aim to help students apply their learning through hands-on experiences, exploration of meaningful phenomena, and a focus on disciplinary core ideas in chemistry and physics.
This study explored how college students responded to two assessment tasks rooted in this contextually informed design. We asked, How do students interpret and engage with the content, format, and visuals of contextually informed science assessment tasks? And to what extent do students perceive these tasks as relevant, accessible, and aligned with their prior science learning experiences?

Method

Using an NGSS-aligned framework (Authors, 2024), we developed a set of open-ended assessment tasks embedded within a project-based science curriculum. This proposal focuses on two of those tasks. The first, focused on energy and intermolecular forces, asked students to explain how evaporative cooling might be used to protect communities from extreme heat. The second, related to acid-base chemistry, prompted students to develop an educational campaign on the health impacts of nitric acid contamination in local water supplies.
We recruited 31 freshmen college students, 22 from a predominantly White Midwestern university and 9 from a historically Black Southern university, who had recently taken chemistry and physics courses in high school. In the sample, 30 participants identified as women. After completing the assessments, students participated in semi-structured interviews designed to explore their critique and suggestions regarding content and format of the assessment tasks, providing qualitative insights into their reliability and validity. Following Braun and Clarke (2022), we analyzed student responses and interview transcripts thematically.
Results
The students found questions clear and appreciated real-world contexts, making science feel more connected to everyday life compared to prior classroom experiences. However, some students expressed uncertainty about responding to open-ended questions that differed from traditional test formats and noted challenges aligning their thinking with testing expectations. Students described the assessments as meaningful and non-traditional approaches, though they struggled with expectations in testing contexts when navigating scientific concepts and task demands.

Authors

• Angie Valbuena Rojas, Michigan State University

• William Van Luven, Michigan State University

• Daihui Xiao, Michigan State University

• Lucky Chukwudalu Nonyelum, Create for Stem Institute

• dee dubose, Michigan State University

• Sheneka M. Williams, Michigan State University