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ERIC Number: EJ870519
Record Type: Journal
Publication Date: 2009-Dec
Pages: 25
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-0950-0693
Embedded Assessment in Project-Based Science Courses for the Gifted: Insights to Inform Teaching All Students
Miedijensky, Shirley; Tal, Tali
International Journal of Science Education, v31 n18 p2411-2435 Dec 2009
The present study of gifted students' views of assessment is aimed at understanding how the employment of Embedded Assessment for Learning (EAfL) framework in science courses for the gifted affects the students' views throughout the learning process. The participants were 86 students in three programmes for the gifted who elected project-based science courses. The data included questionnaires, distributed at the beginning and at the end of the assessment processes in each science course, and in-depth interviews with 12 students, which were analysed according to three main themes: general view of assessment; assessment modes; and relationships between assessment and learning. The students viewed the EAfL framework as an integral part of the learning process, and perceived it as a means of expressing autonomous learning and a range of performances; characteristics that correspond with the students' unique needs. In addition, students addressed cognitive and social processes they had undergone. This implies that assessment which is explicitly designed to promote learning in science courses is a powerful tool for teachers as well as for students, and contributes to meaningful learning. (Contains 7 tables and 3 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A