Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6354
Title: Emergent Design Heuristics for Three-Dimensional Classroom Assessments that Promote Equity
Authors: Furtak, Erin
Kang, Hosun
Pellegrino, James
Harris, Christopher
Krajcik, Joseph
Morrison, Deb
Bell, Philip
Lakhani, Heena
Suárez, Enrique
Buell, Jason
Henson, Kate
Nation, Jasmine
Tschida, Paul
Fay, Lindsay
Penuel, William R.
Biddy, Quentin
Wingert, Kerri
Keywords: Design
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Furtak, E., Kang, H., Pellegrino, J., Harris, C., Krajcik, J., Morrison, D., Bell, P., Lakhani, H., Suárez, E., Buell, J., Henson, K., Nation, J., Tschida, P., Fay, L., Penuel, W. R., Biddy, Q., & Wingert, K. (2020). Emergent Design Heuristics for Three-Dimensional Classroom Assessments that Promote Equity. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 3 (pp. 1487-1494). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: In 2014, the National Research Council posited five criteria for assessments that engage students in scientific practices, crosscutting concepts, and disciplinary core ideas (also known as “three-dimensional assessment”). Multiple efforts have been conducted to design and study three-dimensional assessments in K-12 science classrooms; yet these projects have employed different approaches while generating different guidelines and tools. This symposium brings together members of five research teams to reflect on the NRC criteria using examples of three-dimensional assessments. Through a collective analysis of these teams’ current design approaches, we identified six emergent criteria for three-dimensional assessment design that promote equity: (1) assessments are based on a relevant phenomenon or scenario, (2) explicitly attend to language, (3) include scaffolds to make expectations explicit for students, (4) attend to the identities of learners, (5) engage and support student sensemaking, and (6) are accompanied by tools and routines to support teacher design and enactment.
URI: https://doi.dx.org/10.22318/icls2020.1487
https://repository.isls.org//handle/1/6354
Appears in Collections:ICLS 2020

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