The Framework for K–12 Science Education (NRC; 2012) placed renewed emphasis on creating equitable science learning opportunities for all learners by engaging in three‐dimensional learning experiences: disciplinary core ideas, crosscutting concepts, and science and engineering practices. Additionally, the Framework calls for a more inclusive approach to science learning that builds upon learners' linguistic practices and funds of knowledge and integrates open‐ended, multimodal approaches to documenting learning throughout the assessment process. To support assessment developers in designing expansive Framework‐aligned classroom‐assessment approaches for emergent bilingual learners—learners developing two or more languages—tools are needed to guide design of assessments from their inception. This paper presents a literature‐based framework for science assessment design for emergent bilingual learners that includes components critical to support these learners. We then operationalize the framework into five categories and analyze nine publicly available Next Generation Science Standards sample classroom assessments. The sample tasks allow us to illustrate how those engaged in classroom assessment design might create more expansive Framework‐based science classroom assessments appropriate for emergent bilingual learners.

中文翻译：

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针对新兴双语学习者的科学课堂评估任务设计框架

该框架K-12科学教育（NRC，2012）放置在由三维学习经验参与创建所有学生公平科学的学习机会再次强调：学科核心理念，跨领域的概念，科学和工程实践。此外，该框架要求采用一种更具包容性的科学学习方法，该方法应基于学习者的语言实践和知识资源，并整合开放式，多模式的方法来记录整个评估过程中的学习情况。支持评估开发人员设计扩展框架需要针对新兴的双语学习者（开发两种或多种语言的学习者）采用一致的课堂评估方法，以从一开始就指导评估设计。本文为新兴的双语学习者提供了一个基于文献的科学评估设计框架，其中包括对支持这些学习者至关重要的组件。然后，我们将该框架分为五个类别进行操作，并分析了九个可公开获得的《下一代科学标准》样本课堂评估。样本任务使我们能够说明那些参与课堂评估设计的人如何创建适用于新兴双语学习者的，基于框架的，更广泛的基于科学的课堂评估。