Translanguaging in Formative Assessment: Formative assessment from a translanguaging perspective in the NGSS classroom
                        
                    - Award ID(s):
- 2035103
- PAR ID:
- 10636458
- Publisher / Repository:
- Science and Children
- Date Published:
- Journal Name:
- Science and Children
- Volume:
- 61
- Issue:
- 4
- ISSN:
- 0036-8148
- Page Range / eLocation ID:
- 48 to 54
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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            Barlow, A. (Ed.)We describe how teachers used a formative assessment approach called whole class think alouds, which may happen at any time during everyday instruction and foster evidence-based instructional practices. They allow students to collaborate and orally communicate their problem solving with a goal of assessing to promote learning.more » « less
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            null (Ed.)This case study investigated preservice secondary mathematics teachers’ (PSMTs’) developing understanding of formative assessment as a way to leverage mathematical practices for student learning. Qualitative data came from PSMTs’ responses to a learning sequence designed to help them develop nuanced and disciplinary-specific understandings of formative assessment. Analyses suggest a trajectory for PSMTs learning to use formative assessment in problem-solving environments, but also shows how the orientation of one PSMT continued to obstruct her progress. The results suggest that mathematics teacher educators must themselves use formative assessment that supports PMSTs’ developing orientations to currently suggested ways of teaching.more » « less
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