Skip to main content

Assessment to Promote Equity and Epistemic Justice: A Use-Case of a Research-Practice Partnership in Science Education

Item

Title
Assessment to Promote Equity and Epistemic Justice: A Use-Case of a Research-Practice Partnership in Science Education
Abstract/Description
Efforts to align educational assessments with the sociocultural foundations of learning and with instruction are limited because we lack evidence of how such systems can be developed and maintained in inherently complex educational settings. Credible use cases are helpful to developing the evidence base, and we present one here: a research-practice partnership between a university and a large urban school district. The goals of our codesigned system include supporting the redistribution of educational opportunities in science classrooms (equity) and supporting and repairing students’ self-perceptions as agents of knowing and reasoning in science classrooms and in the community (epistemic justice). We describe components of the partnership and educational practices that work together to accomplish these aims: curricula with embedded assessments allowing students to figure out rather than be told core ideas, exit tickets that elicit students’ classroom experience, and an instructional guidance system focused on iterative refinement of teacher learning opportunities to support student agency.
Author/creator
Penuel, William R.
Watkins, Douglas A.
Date
2019
In publication
The ANNALS of the American Academy of Political and Social Science
Volume
683
Issue
1
Pages
201-216
Resource type
en Research/Scholarly Media
Resource status/form
en Published Text
Scholarship genre
en Empirical
Keywords
equity
research-practice partnerships
assessment
epistemic justice
science
IRE Approach/Concept
Equity
Epistemic Justice
Research Practice Partnership (RPP)
Assessment
Co-Design
Practical Measures
Language
en
Open access/full-text available
en Yes
Peer reviewed
en Yes
ISSN
0002-7162
DOI
10.1177/0002716219843249
URL
Official Publisher's Webpage (SAGE)
Full-Text PDF Shared by Author (ResearchGate)
Citation
Penuel, W. R., & Watkins, D. A. (2019). Assessment to Promote Equity and Epistemic Justice: A Use-Case of a Research-Practice Partnership in Science Education. The ANNALS of the American Academy of Political and Social Science, 683(1), 201–216. https://doi.org/10.1177/0002716219843249
Cited in
Measurement for Improvement
Abbreviation
The ANNALS of the American Academy of Political and Social Science
Item sets
Open Access Resource (IRE)
Handbook Chapter 18 Citations

Export

Comments

No comment yet! Be the first to add one!

I agree with terms of use and I accept to free my contribution under the licence CC BY-SA.

New Tags

I agree with terms of use and I accept to free my contribution under the licence CC BY-SA.