Go to main content

Transforming assessment : through an interplay between practice, research and policy / Jens Dolin, Robert Evans, editors.

Dolin, Jens, editor.; Evans, Robert, editor.
2018
LA622
Available Online
Formats
Format
BibTeX
MARCXML
TextMARC
MARC
DublinCore
EndNote
NLM
RefWorks
RIS
Add to Basket
Cite
Citation

Linked e-resources

Linked Resource
Online Access
Concurrent users
Unlimited
Authorized users
Authorized users
Document Delivery Supplied
Can lend chapters, not whole ebooks

Details

Title
Transforming assessment : through an interplay between practice, research and policy / Jens Dolin, Robert Evans, editors.
ISBN
9783319632483 (electronic book)
3319632485 (electronic book)
9783319632476
3319632477
DOI
https://doi.org/10.1007/978-3-319-63248-3
Publication Details
Cham : Springer Verlag, 2018.
Language
English
Description
1 online resource.
Item Number
10.1007/978-3-319-63248-3 doi
Call Number
LA622
Dewey Decimal Classification
370.94
Summary
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 insights about: - The concept of competence within the STM domains and its relevance for education - The conceptualisation and teaching of four key competences: scientific inquiry, mathematical problem-solving, design processes, and innovation. - Fundamental aspects of the two main purposes of assessment, formative and summative, the relations between the two purposes and ways of linking them. - The main challenges related to the uptake of formative assessment in daily teaching-learning practices in STM and specifically, the usability of formative on-the-fly dialogue, structured assessment dialogue, peer assessment and written teacher feedback. - The systemic support measures and tools teachers need in order to integrate formative assessment of student learning into their classroom practices and how it can conflict with summative assessment practices. - How research-based strategies for the formative use of assessment can be adapted to various European educational traditions to ensure their effective use and avoid undesirable consequences. - How relevant stakeholders can be invited to take co-ownership of research results and how a productive partnership between researchers, policy makers, and teachers can be established. - Concrete research vistas that are still needed in international assessment research.
Bibliography, etc. Note
Includes bibliographical references and index.
Access Note
Access limited to authorized users.
Digital File Characteristics
text file PDF
Source of Description
Online resource; title from PDF title page (viewed October 25, 2017).
Added Author
Dolin, Jens, editor.
Evans, Robert, editor.
Series
Contributions from science education research ; 4.
Available in Other Form
Print version: 9783319632476
Linked Resources
Online Access
Record Appears in
Online Resources > Ebooks
All Resources
Introduction
Section I Background
Chapter 1. The concept of competence and its relevance for science, technology and mathematics education, Mathias Ropohl, Jan Alexis Nielsen, Christopher Olley, Silke Rönnebeck, Kay Stables
Chapter 2. The teaching and assessment of inquiry competences, Silke Rönnebeck, Jan Alexis Nielsen, Christopher Olley, Mathias Ropohl, Kay Stables
Chapter 3. Exploring relations between formative and summative assessment, Jens Dolin, Paul Black, Wynne Harlen, Andrée Tiberghien
Section II Practice
Chapter 4. Assessment-on-the-fly: promoting and collecting evidence of learning through dialogue, Christine Harrison, C.P. Constantinou, Catarina F. Correia, Michel Grangeat, Markus Hähkiöniemi, Michalis Livitzis, Pasi Nieminen, Nikos Papadouris, Elie Rached, Natasha Serret, Andrée Tiberghien, Jouni Viiri
Chapter 5. The structured assessment dialogue, Jens Dolin, Jesper Bruun, Sanne Schnell Nielsen, Sofie Birch Jensen, Pasi Nieminen
Chapter 6. Students' perspectives on Peer Assessment, Florence Le Hebel, Costas Constantinous, Regula Grob, Monika Holmeier, Alena Hospesova, Pascale Montpied, Marianne Moulin, Jan Petr, Lukas Rokos, Iva Stuchlikova, Andrée Tiberghien, Olia Tsivitanidou, Iva Zlabkova
Chapter 7. Teacher written feedback, Monika Holmeier, Regula Grob, Jan Alexis Nielsen, Mathias Ropohl, Silke Rönnebeck
Section III General Reflections
Chapter 8. European Educational Systems and Assessment Practice, Robert Evans, David Cross, Michel Grangeat, Lima Laurent, Nakhili Nadia, Elie Rached, Mathias Ropohl, Silke Rönnebeck
Chapter 9. Teacher Perspectives about using formative assessment, Robert Evans, Rose Clesham, Jens Dolin, Alena Hošpesová, Sofie Birch Jensen, Jan Alexis Nielsen, Iva Stuchlíková, Sofie Tidemand, Iva Žlábková
Chapter 10. Policy aspects
how to change practice and in what direction, Jens Dolin, Jesper Bruun, Costas Constantinou, Justin Dillon, Doris Jorde, Peter Labudde
Chapter 11. Transforming Assessment Research: Recommendations for future research, Jan Alexis Nielsen, Jens Dolin, Sofie Tidemand.

Browse Subjects

Show more subjects...

Statistics

from
to
Export