Group-Level Assessment (GLA) is a qualitative, participatory research methodology that can be used within science education, specifically to meet the Science and Engineering Practices dimension of the K-12 Next Generation Science Standards. In contrast to traditional qualitative research methods, GLA is a concrete methodological tool intended for large groups. GLA follows a 7-step process in which diverse stakeholders work together to generate, analyze, and prioritize ideas that lead to action planning. Emphasizing personal relevance, shared decision-making, systematic inquiry, and collaboration in the design and process, GLA is best positioned conceptually and theoretically within community-based participatory research and inquiry-based learning approaches. The purpose of this manuscript is to describe how GLA can be utilized as an innovative methodology to incorporate students’ lived experiences in science education. We describe how to conduct GLA and provide a case example of GLA in action conducted as part of a larger science education program with students and teachers in STEM.

小组水平评估 (GLA) 是一种定性的参与式研究方法，可用于科学教育，特别是为了满足 K-12 下一代科学标准的科学和工程实践维度。与传统的定性研究方法相比，GLA 是一种针对大型群体的具体方法论工具。GLA 遵循 7 个步骤的过程，在这个过程中，不同的利益相关者一起工作，以产生、分析和优先考虑导致行动规划的想法。GLA 在设计和过程中强调个人相关性、共同决策、系统探究和协作，在基于社区的参与式研究和基于探究的学习方法中在概念和理论上处于最佳位置。本手稿的目的是描述如何将 GLA 作为一种创新方法，将学生的生活经验融入科学教育中。我们描述了如何进行 GLA，并提供了一个 GLA 在行动中作为与 STEM 学生和教师一起进行的更大规模科学教育计划的一部分的案例。