Journal article
Culturally sustaining approaches to STEM classroom assessment: Introduction to the special issue
The Journal of the learning sciences, v 34(4), pp 403-414
08 Aug 2025
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
Recent developments in the learning sciences and the design of STEM learning environments have co-occurred with an increasing focus on justice and equity for youth, particularly those who have been historically underrepresented. While advances have been made in curriculum and instruction to these ends, assessment has not caught up with this vision. In this Special Issue, we collectively ask how culturally sustaining approaches can inform assessment in and beyond school settings. Drawing on expansive views on learning, the papers in the special issue explore how we can re-envision assessments that sustain and revitalize multiple ways of knowing, talking and being centering humanity, ethics, and justice.
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Details
- Title
- Culturally sustaining approaches to STEM classroom assessment: Introduction to the special issue
- Creators
- Erin Marie Furtak - University of Colorado BoulderHosun Kang - University of California, IrvineChristopher Wright - Drexel University, Teaching, Learning, and Curriculum
- Publication Details
- The Journal of the learning sciences, v 34(4), pp 403-414
- Publisher
- Taylor & Francis
- Number of pages
- 12
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- Teaching, Learning, and Curriculum
- Web of Science ID
- WOS:001599591000001
- Scopus ID
- 2-s2.0-105019927781
- Other Identifier
- 991022127249304721
UN Sustainable Development Goals (SDGs)
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InCites Highlights
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- Collaboration types
- Domestic collaboration
- Web of Science research areas
- Education & Educational Research
- Psychology, Educational