TY - JOUR
T1 - What about language while equitably assessing science?
T2 - Case studies of preservice teachers' evolving expertise
AU - Lyon, Edward G.
N1 - Funding Information:
I would like to thank the reviewers and following individuals for their helpful feedback on this manuscript: Jerome Shaw, Trish Stoddart, Doris Ash, Jonathan Osborne, and George Bunch. The writing of this manuscript was funded through a University of California All Campus Consortium for Research on Diversity (UC/ACCORD) Dissertation Fellowship.
PY - 2013/5
Y1 - 2013/5
N2 - The three case studies, drawing on qualitative analysis of surveys, interviews, program artifacts, and classroom observation, describe secondary science preservice teachers' evolving expertise at providing opportunities for linguistically diverse students to learn and demonstrate what they have learned (i.e., equitable assessment). The teachers became more knowledgeable about the role of language in assessment and incorporated scientific discourse while assessing in their teaching practicum. Yet, two tensions emerged, which inform the preparation of future science teachers: (a) should language demands of science assessment be reduced or scaffolded and (b) should language use in science as well as scientific understanding be assessed?
AB - The three case studies, drawing on qualitative analysis of surveys, interviews, program artifacts, and classroom observation, describe secondary science preservice teachers' evolving expertise at providing opportunities for linguistically diverse students to learn and demonstrate what they have learned (i.e., equitable assessment). The teachers became more knowledgeable about the role of language in assessment and incorporated scientific discourse while assessing in their teaching practicum. Yet, two tensions emerged, which inform the preparation of future science teachers: (a) should language demands of science assessment be reduced or scaffolded and (b) should language use in science as well as scientific understanding be assessed?
KW - Classroom assessment
KW - Language minorities
KW - Preservice teachers
KW - Science teaching
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U2 - 10.1016/j.tate.2012.12.006
DO - 10.1016/j.tate.2012.12.006
M3 - Article
AN - SCOPUS:84872724960
SN - 0742-051X
VL - 32
SP - 1
EP - 11
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
ER -