Theoretical and Practical Tensions in Designing and Using 3-D Classroom Assessments That Promote Equity

• In Event: Theoretical and Methodological Perspectives and Tensions in Developing 3-D Classroom Assessment That Promote Equity

Abstract

Objectives:
This study explores, in the context of two research-practice partnerships (RPPs), the tensions which emerge when designing and using 3D classroom assessment with a commitment to equity.

Theoretical Framework:
This study attends to underlying theoretical perspectives and the way those perspectives guide assessment interventions to improve teaching and learning. The first RPP is grounded in sociocognitive perspectives on learning, and examined the ways in which a learning progression framework could inform the design and enactment of formative assessment in the context of ongoing, school-based professional learning experiences (e.g. Author, 2014; 2018). The second RPP draws upon sociocultural perspectives (e.g., Lave & Wenger, 1991) to conduct a system of classroom assessment to expand students’ sense-making repertoires and support their identity work.

Methods:
Employing a qualitative case study approach (Stake, 2016), we analyzed two cases of 3D classroom assessments from two RPPs. The research questions are:
What is the theory of action behind the design and enactment in each of the RPPs? What are the features of 3D classroom assessment system?
What are the tensions arising from the design and enactment of 3D classroom assessment in each RPP in supporting the learning from students from historically marginalized communities? How do the tensions relate to theoretical perspectives that guide the RPPs?

Data sources:
Data include: a) framework that guides the design and enactment of 3D classroom assessment, b) assessment artifacts (e.g., tasks, student work), and c) interview transcripts with participants (teachers, students).

Findings:
RQ1: The features of 3D assessments in two RPPs were similar in that: a) the central assessment task involved explaining a phenomenon or solving a problem, b) teachers were guided to create a classroom assessment system that includes intentional use of tools, practices, and resources, and c) the assessment system provided multiple forms of opportunities for students to show how they think multiple times as a part of the instruction throughout a unit. However, there were two notable differences. One was the heterogeneity in expectations about being good or successful communicated through assessment system. The other had to do with multiplicity of the goals or assessment target. The theory of action underlying each RPP is explicated.

RQ2: In the RPP grounded in sociocognitive perspective, a key tension in relation to the commitment to equity was counteracting teacher deficit framing of students from marginalized communities, and simultaneously raising expectations for students while creating assessments with designs and structures to truly capture what students knew. In the other RPP grounded in sociocultural perspective, a key tension involves supporting the learning of individuals who bring unique interest, experiences, and funds of knowledge through a collective learning experience (e.g., whose interest should be privileged to design the assessment task, when, and how?). Providing tailored feedback to advance the learning of individuals in the context of a collective work was another challenge.

Scholarly significance:
This study unpacks theoretical and methodological assumption as well as tension in designing and enacting 3D assessments while providing concrete examples of 3D assessments.

Authors

• Hosun Kang, Seoul National University

• Erin Marie Furtak, University of Colorado - Boulder