New ways of theorizing learning compel us to rethink our approaches to teaching and assessment that build on students’ interests, identities, and prior experiences, particularly in this third year of the pandemic. In this interactive workshop, we will discuss frameworks for planning assessments, how they apply to our teaching, and work in small groups to generate ideas for new approaches to more authentic assessments that provide students with ample opportunities to show what they know. Please register for this event.

Erin Marie Furtak, PhD, is Professor of STEM Education at the University of Colorado at Boulder. A former high school science teacher, Erin transitioned into a career studying how science teachers learn and improve their daily classroom practices through formative assessment. In a series of multiple studies, Dr. Furtak has been partnering with teachers, schools, and districts to learn how teachers can design, enact, and take instructional action on the basis of classroom assessments that they design. Her recent publications have examined the ways in which the design and enactment of classroom assessments can promote more equitable participation in science learning. Dr. Furtak received the 2011 Presidential Early Career Award for Scientists and Engineers (PECASE) and the German Chancellor Fellowship from the Alexander von Humboldt Foundation (2006). Her research and professional writing has been published in multiple journal articles, research-and practitioner-oriented books, book chapters, humorous essays, and advice columns. She also conducts extensive service to the teaching profession through long-term research and professional development partnerships with school districts and organizations in Colorado and across the US.