Proposal Title
Assessments that foster belonging in the science classroom
Session Type
Presentation
Room
Somerville House, room 3345
Start Date
12-7-2023 11:00 AM
End Date
12-7-2023 11:20 AM
Keywords
Assessment as learning, power dynamics, authentic assessment
Primary Threads
Evaluation of Learning
Abstract
In this presentation, we explore the findings of a scoping review on alternative ways of assessing students in the science classroom. Assessment plays a crucial role in teaching and learning, especially in promoting students' sense of belonging. Well-designed assessments can support students' sense of belonging by valuing their lived experiences, offering choice and flexibility, and promoting meaningful interactions and compassionate practices. The question arises: what does an assessment that nurtures belonging look like in practice? In this presentation, we showcase different types of assessments used by science educators and identified in our literature review, that can foster belonging among students. These assessments include personal learning network (a learning network usually built through social media), project-based assessment, authentic assessments (assessment that focus on future relevance and the ways students will apply the knowledge learned in the future), and many more. This presentation is relevant not only to science educators looking to enhance belonging through their assessments but also to educational developers working with science educators.
Elements of Engagement
Participants will engage in the presentation through a series of reflective questions organized as an action plan, which will help them reconsider their assessment practices and identify those that work best in their own context. Examples of reflective questions include questions about assessment philosophy like: what are your beliefs about assessment? why do you assess your students? It also includes questions about assessment practice, such as: what is one element that you would like to change in your assessment and why?
Creative Commons License
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Assessments that foster belonging in the science classroom
Somerville House, room 3345
In this presentation, we explore the findings of a scoping review on alternative ways of assessing students in the science classroom. Assessment plays a crucial role in teaching and learning, especially in promoting students' sense of belonging. Well-designed assessments can support students' sense of belonging by valuing their lived experiences, offering choice and flexibility, and promoting meaningful interactions and compassionate practices. The question arises: what does an assessment that nurtures belonging look like in practice? In this presentation, we showcase different types of assessments used by science educators and identified in our literature review, that can foster belonging among students. These assessments include personal learning network (a learning network usually built through social media), project-based assessment, authentic assessments (assessment that focus on future relevance and the ways students will apply the knowledge learned in the future), and many more. This presentation is relevant not only to science educators looking to enhance belonging through their assessments but also to educational developers working with science educators.