Embodying Physics Assessment: Reimagining Formative Assessment as a Creative, Multimodal, and Culturally Sustaining Dialogic Practice

October 24th, 2025 | RESEARCH

This paper offers a model of formative science assessment as an ongoing dialogic process for building understanding that is multimodal, embodied, and relational, rooted in cultural expression and collective sense-making.

Document

Embodying Physics Assessment

Team Members

Dionne Champion, Author, TERC

Citation

Identifier Type: DOI
Identifier: https://doi.org/10.1080/10508406.2025.2569583

Publication: Journal of the Learning Sciences

Funders

Funding Source: NSF
Funding Program: AISL
Award Number: 2115921

Related URLs

Embodied Physics: Using the Lenses of Physics and Dance to Investigate Learning, Engagement, and Identity Development for Black and Latinx Youth

Tags

Access and Inclusion: Ethnic | Racial | Low Socioeconomic Status | Urban | Women and Girls
Audience: Educators | Teachers | General Public | Learning Researchers | Middle School Children (11-13) | Scientists | Youth | Teen (up to 17)
Discipline: Art | music | theater | General STEM | Physics
Resource Type: Peer-reviewed article | Research | Research Products
Environment Type: Afterschool Programs | Community Outreach Programs | Informal | Formal Connections | K-12 Programs | Summer and Extended Camps