Recorded on December 01, 2020
Remote and online learning is surfacing existing inequities in schools and classrooms across the country and is raising critical questions about how we support students to develop the agency and autonomy required for learning.
This recorded session is the third in a series of online conversations, Perspectives on Formative Assessment, Student Agency, and Equity, that highlights both scholarly and practitioner perspectives on the intersections between student identity, classroom culture, and formative assessment as levers for promoting agency and equity.
This archived session features Professor Bronwen Cowie, Associate Dean of Research in the Division of Education, at the University of Waikato in New Zealand. Bronwen’s research focuses on early secondary and primary school, and early childhood settings. She is particularly interested in the nature of teacher-student interactions as part of formative assessment within the wider ecosystem for science education. A feature of her assessment for learning work is attention to how teachers invite in and notice, and recognize and respond to children’s ideas. She has explored the role funds of knowledge have to play as part of culturally responsive science teaching and assessment, the frameworks teachers use to attend to student learning, and the provision of peer feedback in support of students’ writing.