Assessment to Promote Equity and Epistemic Justice: A Use-Case of a Research- Practice Partnership in Science Education.
Efforts to align educational assessments with the sociocultural foundations of learning and with instruction are limited because we lack evidence of how such systems can be developed and maintained in inherently complex educational settings. Credible use cases are helpful to developing the evidence...
| Publicado en: | Annals of the American Academy of Political & Social Science Vol. 683`; no. 1; pp. 201 - 217 |
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| Autores principales: | , |
| Formato: | Artículo |
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Sage Publications Inc.
May2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=136952236&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 136952236 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00027162 AAA jtl: Annals of the American Academy of Political & Social Science issn: 00027162 maglogo: Y pubinfo: dt: May2019 vid: 683` iid: 1 pid: 344 pub: Sage Publications Inc. artinfo: ui: 136952236 10.1177/0002716219843249 ppf: 201 ppct: 16 formats: tig: atl: Assessment to Promote Equity and Epistemic Justice: A Use-Case of a Research- Practice Partnership in Science Education. aug: au: PENUEL, WILLIAM R. WATKINS, DOUGLAS A. affil: Professor of learning sciences and human development at the School of Education and the Institute of Cognitive Science at the University of Colorado Boulde Colorado Science Education Network National Science Teachers Association National Science Education Leadership Association su: Science education Research-practice gap Science classrooms sug: subj: Science education Research-practice gap Science classrooms keyword: assessment epistemic justice equity research-practice partnerships science assessment epistemic justice equity research-practice partnerships science ab: Efforts to align educational assessments with the sociocultural foundations of learning and with instruction are limited because we lack evidence of how such systems can be developed and maintained in inherently complex educational settings. Credible use cases are helpful to developing the evidence base, and we present one here: a research-practice partnership between a university and a large urban school district. the goals of our codesigned system include supporting the redistribution of educational opportunities in science classrooms (equity) and supporting and repairing students' self-perceptions as agents of knowing and reasoning in science classrooms and in the community (epistemic justice). We describe components of the partnership and educational practices that work together to accomplish these aims: curricula with embedded assessments allowing students to figure out rather than be told core ideas, exit tickets that elicit students' classroom experience, and an instructional guidance system focused on iterative refinement of teacher learning opportunities to support student agency. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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