| Title: |
How Can Features of Classroom Activity Systems Center Students' Ideas and Experiences in Formative Assessment? A Study of Sensemaking and Answer-Making Frames |
| Language: |
English |
| Authors: |
Clarissa Deverel-Rico; Erin Marie Furtak |
| Source: |
Educational Assessment. 2025 30(2):91-114. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
24 |
| Publication Date: |
2025 |
| Sponsoring Agency: |
National Science Foundation (NSF) |
| Contract Number: |
1561751 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
High Schools; Secondary Education; Grade 11 |
| Descriptors: |
Formative Evaluation; Biology; Science Education; High School Teachers; High School Students; Grade 11; Secondary School Science; Evaluation Methods; Student Interests; Student Experience; Educational Opportunities; Comprehension |
| DOI: |
10.1080/10627197.2025.2504081 |
| ISSN: |
1062-7197; 1532-6977 |
| Abstract: |
Current reforms in science education envision students making sense of real-world phenomena in ways that leverage their ideas, experiences, and identities. Formative assessment is essential to this vision; however, we are still coming to understand how formative assessment design and enactment in classroom activity systems can support this vision. We present a framework for bringing the epistemological frames of sensemaking and answer-making and formative assessment together and use this to investigate students' opportunities to make sense of phenomena during one teacher's enactment of a formative assessment task for modeling energy in a biological system. Findings indicate that students had opportunities to share and leverage their personal connections and initial ideas through a sensemaking frame as the teacher interspersed and strategically leveraged answer-making moments. This case study illustrates how classrooms can frame students' ideas and prior experiences as epistemic resources to be leveraged through the enactment of formative assessment. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
EJ1492917 |
| Database: |
ERIC |