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Title: Analytical Framework of Influences on Science Teachers’ Formative Assessment (FA) Practices
In a time of increasing globalization, it is crucial that students are prepared to use their science knowledge to reason, solve problems, and practice socially responsible decision-making. Thus, teachers need to develop assessment strategies that monitor and enhance these competencies. Research suggests that teachers can enact formative assessment (FA) in this way, however, they often focus on how students’ answers compare to the canon as represented by the curriculum. When shifting toward FA enactment that is more responsive to student reasoning, teachers encounter various conceptual, pedagogical, cultural, and political dilemmas. Here, we present an analytical framework that can be used to analyze influences on the development of teacher FA practices and strategies teachers use to overcome dilemmas. Our development of this analytical framework is based on cultural-historical activity theory and is comprised of two stages. First, we present an initial analytical framework developed using activity theory to interpret and combine Windschitl’s (2002) dilemma categories and Dini et al.’s (2020) FA enactment model. Second, we present the refinement of this initial framework through a case study of two teacher cases. The impact of this novel analytical framework on research and practice is discussed.  more » « less
Award ID(s):
1757249
PAR ID:
10216517
Author(s) / Creator(s):
;
Date Published:
Journal Name:
NARST 2020
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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