How Can Crosscutting Concepts Organize Formative Assessments across Science Classrooms? Results of a Video Study

How Can Crosscutting Concepts Organize Formative Assessments across Science Classrooms? Results of a Video Study

Ambitious approaches to science teaching feature collaborative learning environments and engage students in rich discourse to make sense of their own and their peers’ ideas. Classroom assessment must cohere with and mutually reinforce these kinds of learning experiences. This paper explores how teac...

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Bibliographic Details
Main Authors: Clarissa Deverel-Rico, Erin Marie Furtak, Sanford R. Student, Amy Burkhardt
Format: Article
Language:English
Published: MDPI AG 2024-09-01
Series:Education Sciences
Subjects:
formative assessment
learning progressions
science classroom assessment
secondary science education
crosscutting concepts
Online Access:https://www.mdpi.com/2227-7102/14/10/1060

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https://www.mdpi.com/2227-7102/14/10/1060

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