What about language while equitably assessing science?: Case studies of preservice teachers' evolving expertise

The three case studies, drawing on qualitative analysis of surveys, interviews, program artifacts, and classroom observation, describe secondary science preservice teachers' evolving expertise at providing opportunities for linguistically diverse students to learn and demonstrate what they have learned (i.e., equitable assessment). The teachers became more knowledgeable about the role of language in assessment and incorporated scientific discourse while assessing in their teaching practicum. Yet, two tensions emerged, which inform the preparation of future science teachers: (a) should language demands of science assessment be reduced or scaffolded and (b) should language use in science as well as scientific understanding be assessed?

► Assessment expertise of 3 secondary science preservice teachers was analyzed.
► Teachers gained knowledge about the role of language while assessing science.
► Demonstrated tension about whether to reduce or scaffold language demands.
► Demonstrated tension about whether or not to assess language use.