Assessment Designed for 21st Century Learners
Today’s students need deep understanding of important ideas and processes that enable them to transfer learning to new and unfamiliar situations. Performance assessments are uniquely…
Secondary students’ experiences in science learning have shifted over the last 15 years. These shifts can be seen through the lens of disciplinary literacy (DL) in which the practices and crosscutting concepts define how students are apprenticed into science as a discipline and science learning. This leads us to better understand why 3-dimensional assessment—disciplinary core ideas (DCIs) balanced with science and engineering practices and crosscutting concepts—is essential for supporting student sensemaking. In this session we will explore DL as supportive of the use of the science and engineering practices and crosscutting concepts for students. Using an example of high-quality instructional materials to see the breadth of DL in science learning and assessment, we will then discuss how we might expand DL and assessment even farther by more completely elevating the crosscutting concepts.
Framing Questions:
ALN Presentation—Disciplinary literacy in science and for science assessment (Available to ALN attendees only. Need the password? Contact klafave@michiganassessmentconsortiuim.org)
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