Explaining as Learning: Sensemaking Through Generative Formative Assessment in Science

• In Event: Equity in Science Assessment and Measurement

Abstract

If formative assessment is assessment for learning, then we should consider how formative assessments are designed to generate opportunities for students’ learning. This study introduces Generative Formative Assessment, the idea that through increased self-explanation and reflection, formative assessments can produce learning. This quasi-experimental study compared three assessment conditions (multiple choice, short answer, and generative formative assessment) across three trials. Although a consistent pattern emerged (MC>GFA>SA), the learning differences were not significant. In the qualitative findings, however, we discovered that students used distinct approaches in their sensemaking by either centering new science language, using everyday language, or focusing on the material objects. The results of this study raise important questions in considering the learning benefits of formative assessments as sensemaking tasks.

Authors

• Matthew Wilsey, Stanford University

• Bryan A. Brown, Stanford University

• Daniel Pimentel, Stanford University