Context-Based Assessment: Creating Opportunities for Resonance between Classroom Fields and Societal Fields

Autor/inn/en	Bellocchi, Alberto; King, Donna T.; Ritchie, Stephen M.
Titel	Context-Based Assessment: Creating Opportunities for Resonance between Classroom Fields and Societal Fields
Quelle	In: International Journal of Science Education, 38 (2016) 8, S.1304-1342 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1189107
Schlagwörter	Comparative Analysis; Student Reaction; Chemistry; Science Education; Science Instruction; Scientific Concepts; Science Curriculum; Observation; Interviews; Curriculum Evaluation; Data Collection; Water Quality; Foreign Countries; Experiments; Concept Formation; Context Effect; Science Teachers; High School Students; Secondary School Science; Secondary School Students; Teaching Methods; Science Achievement; Qualitative Research; Criterion Referenced Tests; Australia + Suchen Sie Ihr Suchwort? Schülerkritik; Chemie; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Beobachtung; Interviewing; Interviewtechnik; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Data capture; Datensammlung; Wasserqualität; Ausland; Erprobung; Concept learning; Begriffsbildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sekundarschüler; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Australien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01