Expanding opportunities to learn in secondary science classrooms using unconventional forms of classroom assessments

Hamideh Talafian; Paul Tschida

doi:10.1002/tea.21824

journal article Oct 11, 2022

Expanding opportunities to learn in secondary science classrooms using unconventional forms of classroom assessments

Hamideh Talafian Paul Tschida

Journal of Research in Science Teaching Vol. 60 No. 5 pp. 1053-1091 · Wiley

View at Publisher Save 10.1002/tea.21824

Abstract

AbstractThis study explores the role of unconventional forms of classroom assessments in expanding minoritized students' opportunities to learn (OTL) in high school physics classrooms. In this research + practice partnership project, high school physics teachers and researchers co‐designed a unit about momentum to expand minoritized students' meaningful OTL. Specifically, the unit was designed to (a) expand what it means to learn and be good at science using unconventional forms of assessment, (b) facilitate students to leverage everyday experiences, concerns, and home languages to do science, and (c) support teachers to facilitate meaningful dialogical interactions. The analysis focused on examining minoritized students' OTLs mediated by intentionally designed, curriculum‐embedded, unconventional forms of assessments. The participants were a total of 76 students in 11th or 12th grade. Data were gathered in the form of student assessment tasks, a science identity survey, and interviews. Data analysis entailed: (a) statistical analysis of student performance measured by conventional and unconventional assessments and (b) qualitative analysis of two Latinx students' experiences with the co‐designed curriculum and assessments. The findings suggest that the use of unconventional forms of curriculum‐embedded assessment can increase minoritized students' OTLifthe assessment facilitates minoritized students to personally and deeply relate themselves to academic tasks.

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Details

Published: Oct 11, 2022
Vol/Issue: 60(5)
Pages: 1053-1091
License: View

Authors

H

Hamideh Talafian

Department of Physics University of Illinois at Urbana‐Champaign Urbana Illinois USA

P

Paul Tschida

Tustin High School Tustin California USA

Funding

National Science Foundation Award: DRL‐1846227

Cite This Article

Hamideh Talafian, Paul Tschida (2022). Expanding opportunities to learn in secondary science classrooms using unconventional forms of classroom assessments. Journal of Research in Science Teaching, 60(5), 1053-1091. https://doi.org/10.1002/tea.21824

Expanding opportunities to learn in secondary science classrooms using unconventional forms of classroom assessments

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