Cover Towards The Implementation Of Formal Formative Assessment In Inquiry Based Science Education In Switzerland
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cover Towards the implementation of formal formative assessment in inquiry-based science education in Switzerland
Author: Regula Grob
language: en
Publisher: Logos Verlag Berlin GmbH
Release Date: 2016-06-29
Inquiry has been an important part of educational theory and practice for the last decades. As in other competence-oriented approaches to teaching and learning, the appropriate support and assessment of the students' competences has been much debated in the context of inquiry-based science education. One way to support and assess students in their learning is formative assessment. The concept is also known as "assessment for learning" which means that the information on the students' levels of achievement is not used for grading but for planning the next steps in teaching and learning. The use of formative assessment methods as a means of support for students' learning is promoted in national and international position papers and reports. However, in the Swiss teaching practice, formative assessment, particularly formal formative assessment methods which involve a certain degree of pre-definition, planning, and formality, are not widely used nor researched. Therefore, the focus of this study is on exploring possibilities and challenges for the implementation of formal formative assessment methods in the context of inquiry-based science education in Switzerland. The emphasis of the study will be on the teacher perspective.
Developing Formative Assessment in STEM Classrooms
Developing Formative Assessment in STEM Classrooms This book, drawn from the practical experience of the European Assess Inquiry in Science, Technology and Mathematics Education (ASSIST-ME) project, aims to support researchers, teacher educators and teachers in navigating the complex nature of formative assessment. It delves into how formative assessment methods may adapt different features within STEM classroom practices and how formative and summative assessment could be coordinated. The book illustrates how ideas about inquiry and assessment are played out in the classroom, revealing both how the pedagogical approach fits with the assessment choices made and the support that teachers need, to engage with these changes. It informs and presents some of the challenges related to the uptake and development of inquiry learning in STEM classrooms. The chapters in this volume address three questions: Taken together, they explore how national educational systems can foster and build the systemic support measures and tools that teachers need to integrate into their classroom practices that fit alongside or within their summative assessment practices. The chapters included in this book were originally published in the International Journal of Science Education.
Erkennen und Beschreiben von formativem Assessment im naturwissenschaftlichen Grundschulunterricht
Author: Verena Zucker
language: de
Publisher: Logos Verlag Berlin GmbH
Release Date: 2019-10-20
Im Rahmen des formativen Assessments werden das Diagnostizieren von Lernständen und das Rückmelden dieser Lernstände an die Schülerinnen und Schüler als bedeutsam erachtet, um Lernprozesse zu unterstützen. Zentral dafür sind die Fähigkeiten von Lehrpersonen, relevante Situationen der Diagnostik und der Rückmeldung im komplexen Unterrichtsverlauf u. a. zu erkennen und zu beschreiben. Bislang ist jedoch nur wenig darüber bekannt, wie diese Fähigkeiten bei (angehenden) Lehrpersonen ausgeprägt sind. Ziel der vorliegenden Studie war daher die Entwicklung eines Instruments, mit dem das Erkennen und das Beschreiben von Diagnostik und Rückmeldung im naturwissenschaftlichen Grundschulunterricht erfasst werden können. Grundlage des Instruments waren Situationen des naturwissenschaftlichen Grundschulunterrichts, die in Form von Texten und kurzen Videos präsentiert wurden. Diese Texte und Videos wurden von den Teilnehmenden anhand offener und geschlossener Items analysiert. Die Teilnehmenden waren 582 Studierende des ersten sowie sechsten Semesters. Die Ergebnisse geben einen umfassenden Einblick in die Güte des Instruments. Sie zeigen außerdem, dass die Studierenden des sechsten Semesters erwartungskonform höhere Ausprägungen der Fähigkeiten aufweisen als die Studierenden des ersten Semesters. Dies gilt sowohl für das Erkennen als auch für das Beschreiben von Diagnostik und Rückmeldung.