How can formative assessment support culturally responsive argumentation in a classroom community?
Argumentation has long been seen as an important practice in science and thus in science education. Formative assessment can be used to help students value the contributions and perspectives of others as they engage in argumentation to make sense of natural phenomena. Educators can use these strategies to help foster argumentation that is culturally responsive, meaning it draws from and respects students’ cultural resources, backgrounds, and personal experiences. Culturally responsive formative assessment happens within a community of learners where the teacher has cultivated explicit norms for increasing student-centered discourse, making decisions for their own purposes through democratic processes, and using clear guidelines for maintaining mutual respect.
Authors:
DEB MORRISON AND ANGELA HAYDEL DEBARGER
MARCH 2016
Read more:
http://stemteachingtools.org/brief/25