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Title: Insights From Using a Systematic Design Process to Develop Classroom-Based Assessment Resources for Measuring Elementary Students’ Science and Literacy Proficiencies
Authors: Weiser, Gary
Billman, Alison
Harris, Christopher
Brodsky, Lauren M.
Damelin, Daniel
Keywords: Learning Sciences
Issue Date: 2022
Publisher: International Society of the Learning Sciences
Citation: Weiser, G., Billman, A., Harris, C., Brodsky, L. M., & Damelin, D. (2022). Insights from using a systematic design process to develop classroom-based assessment resources for measuring elementary students’ science and literacy proficiencies. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 1237-1240). International Society of the Learning Sciences.
Abstract: The Framework and NGSS bring to the forefront the role of language in doing science and in learning from doing science. Yet, most existing science assessments for elementary learners do not integrate or attend to aspects of scientific language and literacy that are essential components of science proficiency. Accordingly, there is a need for high-quality classroom resources capable of providing teachers with information on where students are in the process of developing proficiency in science and scientific-specific literacy. In this paper, we present our design process for developing assessment resources – tasks, rubrics, and teacher support materials – and describe initial insights from using the process to develop resources for elementary grade classrooms. We highlight challenges and opportunities that have emerged from our work attending to the role of literacy assessing multi-dimensional science learning, incorporating equity and inclusion considerations in assessment design, and embracing the affordances of technology.
Description: Short Paper
Appears in Collections:ISLS Annual Meeting 2022

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