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ERIC Number: EJ1105040
Record Type: Journal
Publication Date: 2016
Pages: 39
Abstractor: As Provided
ISSN: ISSN-0950-0693
Context-Based Assessment: Creating Opportunities for Resonance between Classroom Fields and Societal Fields
Bellocchi, Alberto; King, Donna T.; Ritchie, Stephen M.
International Journal of Science Education, v38 n8 p1304-1342 2016
There is on-going international interest in the relationships between assessment instruments, students' understanding of science concepts and context-based curriculum approaches. This study extends earlier research showing that students can develop connections between contexts and concepts--called "fluid transitions"--when studying context-based courses. We provide an in-depth investigation of one student's experiences with multiple contextual assessment instruments that were associated with a context-based course. We analyzed the student's responses to context-based assessment instruments to determine the extent to which contextual tests, reports of field investigations, and extended experimental investigations afforded her opportunities to make connections between contexts and concepts. A system of categorizing student responses was developed that can inform other educators when analyzing student responses to contextual assessment. We also refine the theoretical construct of "fluid transitions" that informed the study initially. Implications for curriculum and assessment design are provided in light of the findings.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 12; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A