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Dolin, Jens, Ed.; Evans, Robert, Ed. – Contributions from Science Education Research, 2018
This book reports the results of a research project that investigated assessment methods aimed at supporting and improving inquiry-based approaches in European science, technology and mathematics (STM) education. The findings were used to influence policy makers with guidelines for ensuring that assessment enhances learning. The book provides…
Descriptors: Foreign Countries, STEM Education, Evaluation Methods, Active Learning
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Ropohl, Mathias; Nielsen, Jan Alexis; Olley, Christopher; Rönnebeck, Silke; Stables, Kay – Contributions from Science Education Research, 2018
Since the beginning of the twenty-first century, the concept of competence has been introduced as a new paradigm in several educational systems. It reflects the need of educational systems to respond to societal and economic changes, i.e. the transition from industrial- to information-based societies. In contrast to earlier educational goals that…
Descriptors: Competence, Science Education, Mathematics Education, Technology Education
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Nielsen, Jan Alexis; Dolin, Jens; Tidemand, Sofie – Contributions from Science Education Research, 2018
This chapter will identify and outline current gaps in research into assessment practice and tie the results of the ASSIST-ME project onto this outline. In this way, the chapter will present concrete research vistas that are still needed in international assessment research. The chapter concludes with a key theme that appears across many of the…
Descriptors: Educational Assessment, Educational Research, International Assessment, Educational Objectives
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Dolin, Jens; Bruun, Jesper; Nielsen, Sanne S.; Jensen, Sofie Birch; Nieminen, Pasi – Contributions from Science Education Research, 2018
The two key purposes of assessment, formative and summative, are often in a contradictory position if they are used concurrently. The summative assessment of learning will often prevent the formative assessment for learning to be realised (Butler, J Educ Psychol 79(4):474, 1987), meaning that the learning potential of the assessment will often be…
Descriptors: Formative Evaluation, Summative Evaluation, Evaluation Methods, Student Evaluation
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Harrison, Christine; Constantinou, Costas P.; Correia, Catarina F.; Grangeat, Michel; Hähkiöniemi, Markus; Livitzis, Michalis; Nieminen, Pasi; Papadouris, Nikos; Rached, Elie; Serret, Natasha; Tiberghien, Andrée; Viiri, Jouni – Contributions from Science Education Research, 2018
Inquiry activities generate rich opportunities for STEM learning and for assessment. When teachers pay attention to assessment information collected during the course of learning, they are able to interpret and make decisions about such assessment data in a timely fashion that can drive future planning and support student learning, for example…
Descriptors: Inquiry, Active Learning, STEM Education, Classroom Communication
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Le Hebel, Florence; Constantinou, Costas P.; Hospesova, Alena; Grob, Regula; Holmeier, Monika; Montpied, Pascale; Moulin, Marianne; Petr, Jan; Rokos, Lukáš; Stuchlíková, Iva; Tiberghien, Andrée; Tsivitanidou, Olia; Žlábková, Iva – Contributions from Science Education Research, 2018
This chapter reports the results of three research studies on peer assessment carried out in different countries where it is an unusual practice (France, Switzerland, and the Czech Republic). The three research studies focus on different competences and different disciplines (sciences and mathematics), but they all involve inquiry-based approaches…
Descriptors: Student Attitudes, Peer Evaluation, Comparative Education, Foreign Countries
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Evans, Robert; Cross, David; Grangeat, Michel; Lima, Laurent; Nakhili, Nadia; Rached, Elie; Ropohl, Mathias; Rönnebeck, Silke – Contributions from Science Education Research, 2018
This chapter surveys the status of educational systems and assessment practices across eight European countries that are part of the ASSIST-ME project. First, variations in the country's educational systems are examined to identify possible connections between systems and educational practices. Such associations are useful both for understanding…
Descriptors: Evaluation Methods, Program Descriptions, Educational Practices, Correlation
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Evans, Robert; Clesham, Rose; Dolin, Jens; Hošpesová, Alena; Jensen, Sofie Birch; Nielsen, Jan Alexis; Stuchlíková, Iva; Tidemand, Sofie; Žlábková, Iva – Contributions from Science Education Research, 2018
This chapter examines three different classroom teacher perspectives when using ASSIST-ME project formative assessment methods as described in the introductory chapter. The first 'teacher perspective' is about changes in teacher self-efficacies while using formative assessment methods as monitored by a pre- and post-teacher questionnaire. Teachers…
Descriptors: Teacher Attitudes, Formative Evaluation, Self Efficacy, Pretests Posttests
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Rönnebeck, Silke; Nielsen, Jan Alexis; Olley, Christopher; Ropohl, Mathias; Stables, Kay – Contributions from Science Education Research, 2018
New competence-oriented learning goals can only be sustainably implemented if they are aligned with teaching and assessment goals. Within the fields of science, technology and mathematics education, one approach of competence-oriented teaching is based on the concept of inquiry-based education. Scientific inquiry in science, problem solving in…
Descriptors: Science Education, Competency Based Education, Inquiry, Active Learning
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Holmeier, Monika; Grob, Regula; Nielsen, Jan Alexis; Rönnebeck, Silke; Ropohl, Mathias – Contributions from Science Education Research, 2018
Written feedback provided by the teacher to his or her students is an important aspect of formative assessment. After a theoretical introduction to teacher prerequisites for giving feedback and to the quality of written feedback in general, results from an implementation of feedback methods in classrooms will be described for the cases of Germany,…
Descriptors: Written Language, Feedback (Response), Formative Evaluation, Student Evaluation
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Dolin, Jens; Black, Paul; Harlen, Wynne; Tiberghien, Andrée – Contributions from Science Education Research, 2018
This chapter characterises the two key purposes of assessment, formative and summative, within a general model of assessment of student learning. It discusses reliability and validity issues in relation to the two purposes and considers formative and summative purposes as related and can be brought together in developing a dependable approach to…
Descriptors: Formative Evaluation, Summative Evaluation, Student Evaluation, Accountability
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Dolin, Jens; Bruun, Jesper; Constantinou, Costas P.; Dillon, Justin; Jorde, Doris; Labudde, Peter – Contributions from Science Education Research, 2018
The ASSIST-ME project has a dual aim: (1) to provide a research base on the effective uptake of formative and summative assessment for inquiry-based, competence-oriented Science, Technology and Mathematics (STM) education and (2) to use this research base to give policy-makers and other stakeholders guidelines for ensuring that assessment enhances…
Descriptors: Formative Evaluation, Summative Evaluation, Inquiry, Active Learning