In Embodying physics assessment: Reimagining formative assessment as a creative, multimodal, and culturally sustaining dialogic practice, Dionne Champion, Folashadé Solomon, and Machienvee Lammey examine how students used movement and cultural expression to make sense of physics ideas. The article shows how assessment can better support learning when it values multiple ways of knowing and communicating, creating more meaningful opportunities for students to share and develop their thinking.
