Elementary

This section presents an overview of critical developments in technology-driven, classroom-based innovative assessment practices. It uses a framework organized around cognitive constructs, assessment functionality, and automaticity to review the technological developments of innovative assessments and identify how they have been advanced to meet researcher and practitioner needs.

We consider how intentionally planned and facilitated whole-class conversations can “make space” for students’ sense-making about engineering problems and solutions and position them with epistemic authority to contribute to collective thinking. We conducted a case study on a first-grade engineering lesson that included whole-class Idea Generation and Design Synthesis Talks. We found students sense-making as they refined their design proposals and analyses in light of classmates’ contributions to the whole-class conversations.

We consider how intentionally planned and facilitated whole-class conversations can “make space” for students’ sense-making about engineering problems and solutions and position them with epistemic authority to contribute to collective thinking. We conducted a case study on a first-grade engineering lesson that included whole-class Idea Generation and Design Synthesis Talks. We found students sense-making as they refined their design proposals and analyses in light of classmates’ contributions to the whole-class conversations.

Teacher-facilitated whole-class conversations can help elementary students apply the full power of the NGSS science and engineering practices to an engineering design process. In this article we describe and provide examples for five kinds of Design Talks. Each type of Design Talk centers on a different framing question and is facilitated by specific prompts that help students voice their ideas and make connections to others' ideas.

Teacher-facilitated whole-class conversations can help elementary students apply the full power of the NGSS science and engineering practices to an engineering design process. In this article we describe and provide examples for five kinds of Design Talks. Each type of Design Talk centers on a different framing question and is facilitated by specific prompts that help students voice their ideas and make connections to others' ideas.

This brief research report describes the refinement and testing of an observational rubric designed to identify and assess elements of classroom mathematics instruction that research has found to support multilingual student learning. The aim of this process is to (a) combine existing rubrics that capture teaching strategies and positioning construct protocol, (b) test the combined rubric in multiple elementary classroom settings, (c) revise the rubric in light of testing to create a more consistent version, and (d) retest with a larger sample of classrooms.

This brief research report describes the refinement and testing of an observational rubric designed to identify and assess elements of classroom mathematics instruction that research has found to support multilingual student learning. The aim of this process is to (a) combine existing rubrics that capture teaching strategies and positioning construct protocol, (b) test the combined rubric in multiple elementary classroom settings, (c) revise the rubric in light of testing to create a more consistent version, and (d) retest with a larger sample of classrooms.

This brief research report describes the refinement and testing of an observational rubric designed to identify and assess elements of classroom mathematics instruction that research has found to support multilingual student learning. The aim of this process is to (a) combine existing rubrics that capture teaching strategies and positioning construct protocol, (b) test the combined rubric in multiple elementary classroom settings, (c) revise the rubric in light of testing to create a more consistent version, and (d) retest with a larger sample of classrooms.

Collaborative partnerships between families and teachers have the potential to support and transform students’ mathematics learning experiences. This study focused on interactions among mothers and teachers of multilingual elementary grade students who participated together in workshops focused on teaching and learning mathematics. We analyzed participants’ engagement in open-ended, culturally responsive mathematics tasks designed to foster collaboration and equitable participation.

Collaborative partnerships between families and teachers have the potential to support and transform students’ mathematics learning experiences. This study focused on interactions among mothers and teachers of multilingual elementary grade students who participated together in workshops focused on teaching and learning mathematics. We analyzed participants’ engagement in open-ended, culturally responsive mathematics tasks designed to foster collaboration and equitable participation.