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Claim Evidence Reasoning
Claim Evidence Reasoning
This pedagogy allows for many opportunities for students to use their entire language repertoire. Part of this holistic assessment ties into the translanguaging purpose of processing new information, where students can used the information they learned previously to construct explanations. In a CER students are presented with a question and are tasked with providing a claim ( their answer), as well as evidence, and reasoning, to support their claim. Teachers with intent can modify this assessment to align with translanguaging and meet the needs of their students. In my classroom I will often have students present their claim and reasoning in the target language, but for the evidence collection I will have students use their entire language repetoire to make meaning of the information. This mght be through graphs, data tables, and text.
CER Assessments.pdfFinal Models
Final Models
A final model can serve as a holistic assessment if proper feedback has been given to students. This allows students to show how much content knowledge and language they have developed over the course of the unit. Allowing students opportunities to revise their models over the course of the semester allows students to put into practice newly learned theories, vocabulary, and language. By keeping the initial model students and teachers can reflect on how much learning has occured over the course of the unit. The picture above was not developed in my neuroscience class but a perfect example of how modeling allows for students to represent their funds of knowledge through multiple modes (Pierson et al.,2021).
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