Formative Assessment as a Process of Interaction Through Language

Ruiz-Primo, María Araceli; Solano‐Flores, Guillermo; Li, Min

doi:10.1007/978-94-007-5902-2_17

Cited by 6 publications

(5 citation statements)

References 37 publications

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“…Black and Wiliam (2006) used Activity Theory, grounded in a sociocultural perspective, to theorize about how goals, outcomes, activities, and actors interact with each other during the formative use of assessment. For instance, individual students are part of a community of learners who play a particular role (Ruiz‐Primo et al, 2014; Solano‐Flores, 2016) while interacting with the teacher and each other while being assessed for particular purposes and with particular tools. Consequently, the nature of assessment activity changes from just a process to gather and respond to information about individuals to social interactions in the classroom driven by instructional questions and problems (Moss, 2008; Solano‐Flores, 2016).…”

Section: Sociocultural Perspectives: Reframing the Purpose And Nature...mentioning

confidence: 99%

“…Science content and practices are not the only focus of learning goals, assessment tasks, and interpretations. For example, Ruiz‐Primo et al (2014) proposed that as teachers clarify learning goals and collect, interpret, and then act upon information gathered (i.e., facilitate formative assessment interactions ), they consider student participation, cognitive demands, academic language, and the mode of exchanging information (e.g., oral, written, drawing, gestures).…”

Section: Language Learning and Linguistically Responsive Teaching: Su...mentioning

confidence: 99%

“…Scholars have already drawn on different aspects of formative assessment, sociocultural perspectives, and culturally and linguistically responsive teaching to propose what teachers should know about assessment (Abell & Siegel, 2011; DeLuca & Klinger, 2010; Siegel & Wissehr, 2011) and even identified key guiding principles for equitable assessment of written assessment items (Siegel, 2007), educative assessment (Buxton et al, 2013), and equitable science assessment designs (Fine & Furtak, 2020; Ruiz‐Primo et al, 2014). However, we still need to understand and refine coherent approaches to formative assessment that align with a sociocultural perspective (James, 2006) to couple informal and formal formative assessment while addressing science education priorities.…”

Section: The Linguistically Responsive Assessing Frameworkmentioning

confidence: 99%

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Reframing formative assessment for emergent bilinguals: Linguistically responsive assessing in science classrooms

Lyon

2022

Science Education

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Research into the effective teaching of science to emergent bilinguals has converged around key theoretical perspectives and led to expansive empirical evidence that emphasizes the integration of science learning with language/literacy development. Simultaneously, formative assessment has been touted as one of the key components of effective teaching in science classrooms. I address a critical research gap by connecting the teaching of emergent bilinguals in science classrooms to formative assessment through sociocultural perspectives and linguistically responsive teaching-thereby reframing the traditional model of formative assessment into a framework for linguistically responsive assessing. To illustrate the challenges and opportunities of translating a framework of linguistically responsive assessing into practice, I analyzed the formative assessment practices of two middle school science teachers with whom I worked through ongoing professional learning in support of emergent bilinguals through assessing. Both teachers (1) framed learning goals and assessment around meaningful and relevant student contexts, (2) planned multimodal assessment interactions to scaffold science learning and language/literacy development, and (3) attempted to elicit students' lived experiences. Yet, I also observed missed opportunities that provide additional insight into the continued challenges of ensuring that formative assessment for emergent bilinguals

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Section: Sociocultural Perspectives: Reframing the Purpose And Nature...mentioning

confidence: 99%

Section: Language Learning and Linguistically Responsive Teaching: Su...mentioning

confidence: 99%

Section: The Linguistically Responsive Assessing Frameworkmentioning

confidence: 99%

See 1 more Smart Citation

Reframing formative assessment for emergent bilinguals: Linguistically responsive assessing in science classrooms

Lyon

2022

Science Education

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“…Further, we aimed for this new assessment to be more culturally inclusive, noting the constraint of English as the medium of printed content. We were guided by scholarship on assessment validity issues for multilingual learners (e.g., Ruiz-Primo et al, 2014;Solano-Flores, 2011) who emphasized the importance of understanding the particular knowledge, perspectives, interpretations of textual materials, and experiences of the student population, as well as institutional constraints from the very beginning of assessment development.…”

Section: Introductionmentioning

confidence: 99%

Raising Critical Readers in the 21st Century: A Case of Assessing Fourth-Grade Reading Abilities and Practices

Arya

Sultana

Levine

et al. 2022

Literacy Research: Theory, Method, and Practice

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Grounded in the sociocultural nature of literacies and informed of the inherent biases in widely used, English-dominant reading assessments in U.S. schools, this case study traces the planning, development, and pilot administration ( n = 52) of a culturally inclusive (i.e., participant informed), online reading assessment. The Critical Reading Assessment (CRA) is designed to gauge elementary students’ comprehension and critical reasoning (i.e., identifying potential biases or instances of diversity, equity and inclusion) of digital, multimodal texts. Findings from our analysis of recorded pilot sessions with student participants, who are predominantly Spanish/English multilingual learners, suggest (a) the importance of transparency and feedback from multiple stakeholders in the assessment development process; (b) the potential affordance of multiple textual modalities for clarifying comprehension skills and abilities; (c) the potential negative consequences of using established, dominant-English reading tests for determining comprehension abilities; and (d) the need for greater opportunities to practice critical discussions (i.e., questions about perspectives, representation, and other potential biases) about texts. Implications from this study highlight the need for supporting elementary students and their teachers in dialogic, critical reading practices of multimodal textual information.

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“…As a powerful instructional strategy, formative assessment has been gaining renewed interest among researchers and practitioners in contributing to learning outcomes (e.g., Black and Wiliam 2010;Gan and Leung 2019;Heritage 2013;Ruiz-Primo et al 2014). By definition, formative assessment involves an ongoing assessment process to identify students' status in relation to learning goals and to provide targeted instruction based on individual students' needs.…”

Section: Introductionmentioning

confidence: 99%

Developing a Technology-Based Classroom Assessment of Academic Reading Skills for English Language Learners and Teachers: Validity Evidence for Formative Use

Wolf

López

2022

Languages

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In U.S. K-12 schools, adequate education of English language learner (EL) students, particularly to support their attainment of English language and literacy skills, has attracted heightened attention. The increased academic rigor as well as sophisticated disciplinary language demands embodied in current academic content standards have posed considerable challenges to EL students. To address students’ needs, the present study utilized formative assessment as a means to support the teaching and learning of academic reading skills for EL students. We also endeavored to test our underlying assumption that sound assessment tools would facilitate effective formative assessment processes. In this study, we devised a technology-based assessment tool considering the increasing use of technology in K-12 schools. As a small-scale, exploratory study, we examined the usability and validity of the tool for formative purposes with three ESL teachers and their students (62 EL students) from secondary schools. The results indicated that the tool had the potential to extend teachers’ and students’ formative assessment practices in principled ways. However, we also found some teachers’ misconceptions about the tool’s purpose and their limited implementation skills to utilize the tool for formative assessment purposes. Implications for practice and further research are discussed.

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Formative Assessment as a Process of Interaction Through Language

Cited by 6 publications

References 37 publications

Reframing formative assessment for emergent bilinguals: Linguistically responsive assessing in science classrooms

Reframing formative assessment for emergent bilinguals: Linguistically responsive assessing in science classrooms

Raising Critical Readers in the 21st Century: A Case of Assessing Fourth-Grade Reading Abilities and Practices

Developing a Technology-Based Classroom Assessment of Academic Reading Skills for English Language Learners and Teachers: Validity Evidence for Formative Use

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