Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/9002
Title: Beyond the Design of Assessment Tasks: Expanding the Assessment Toolkit to Support Teachers’ Formative Assessment Practices in Elementary Science Classrooms
Authors: Zaidi, Sania Zahra
Arnold, Samuel
Lehman, Elizabeth M.
Strickland, Carla
Keywords: Learning Sciences
Issue Date: 2022
Publisher: International Society of the Learning Sciences
Citation: Zaidi, S. Z., Arnold, S., Lehman, E. M., & Strickland, C. (2022). Beyond the design of assessment tasks: Expanding the assessment toolkit to support teachers’ formative assessment practices in elementary science classrooms. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 1964-1965). International Society of the Learning Sciences.
Abstract: Teachers experience challenges in effectively using formative assessment practices in their classrooms. In the US, only 28% of elementary teachers report using formative assessment. This study highlights the need to design resources to meet teacher needs and support teachers in making sense of assessment information to inform three-dimensional learning and teaching. By surveying and interviewing five elementary school teachers, we identified specific barriers in using assessment information and 10 key needs from resources designed to support their formative assessment practice in science.
Description: Poster
URI: https://dx.doi.org/10.22318/icls2022.1964
https://repository.isls.org//handle/1/9002
Appears in Collections:ISLS Annual Meeting 2022

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