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In response to reform efforts to center students’ interest and identity in the context of assessment, we pilot tested a set of three-dimensional, phenomenon-driven assessment tasks and asked students to respond to additional items that prompted them to reflect on their experience with the tasks. Using a qualitative approach, we analyzed written responses from 502 middle school students across the United States. Through inductive and deductive coding, we developed a comprehensive framework that captures students' experiences across five dimensions: cognitive engagement, affective engagement, relevance to students’ lives, beyond-classroom connections, and assessment design and features. By exploring these dimensions, the framework aims to provide a comprehensive lens for understanding how students experience science assessments, revealing key insights into the factors that influence their engagement and learning. Ultimately, this framework can serve as a practical tool for educators and researchers to analyze and improve science assessments by centering students' voices, thereby fostering deeper learning, promoting student agency, and supporting all learners.
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Caring assessments: challenges and opportunities
Caring assessments is an assessment design framework that considers the learner as a whole and can be used to design assessment opportunities that learners find engaging and appropriate for demonstrating what they know and can do. This framework considers learners’ cognitive, meta-cognitive, intra-and inter-personal skills, aspects of the learning context, and cultural and linguistic backgrounds as ways to adapt assessments. Extending previous work on intelligent tutoring systems that “care” from the field of artificial intelligence in education (AIEd), this framework can inform research and development of personalized and socioculturally responsive assessments that support students’ needs. In this article, we (a) describe the caring assessment framework and its unique contributions to the field, (b) summarize current and emerging research on caring assessments related to students’ emotions, individual differences, and cultural contexts, and (c) discuss challenges and opportunities for future research on caring assessments in the service of developing and implementing personalized and socioculturally responsive interactive digital assessments.
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- Award ID(s):
- 2229612
- PAR ID:
- 10591618
- Publisher / Repository:
- Frontiers
- Date Published:
- Journal Name:
- Frontiers in Education
- Volume:
- 9
- Issue:
- 1216481
- ISSN:
- 2504-284X
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.3389/feduc.2024.1216481
