The What, When & How Factors: Reflections on Classroom Assessment in the Service of Inquiry

Autor/inn/en	Cowie, Bronwen; Harrison, Christine
Titel	The What, When & How Factors: Reflections on Classroom Assessment in the Service of Inquiry
Quelle	In: International Journal of Science Education, 43 (2021) 3, S.449-465 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cowie, Bronwen) ORCID (Harrison, Christine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2020.1824088
Schlagwörter	Inquiry; Active Learning; Science Instruction; Formative Evaluation; Student Evaluation; STEM Education; Summative Evaluation; Foreign Countries; Elementary School Teachers; Secondary School Teachers; Educational Research; Partnerships in Education; Europe + Suchen Sie Ihr Suchwort? Aktives Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schulnote; Studentische Bewertung; STEM; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungsforschung; Pädagogische Forschung; Hochschulpartnerschaft; Europa
Abstract	This paper provides both a summary and plenary paper for a Special Issue of papers that build on the findings of a research project that investigated formative and summative assessment methods to support and to improve inquiry-based science teaching and learning. The paper aims to unravel some of the complexity that underpins classroom assessment practices as teachers bring change to their pedagogical approaches, taking into consideration both the variability and variation in interpretation of both processes by STEM teachers across eight countries. By engaging with research processes, in collaborative working groups in each country, teachers were better equipped to face the practical challenges they encountered in their various contexts, strengthening both their processes of critical reasoning and exercise of professional judgement. We draw from this interweaving of connected professional ideas and nested practices, a consideration of those factors which seem most pertinent in terms of formality, temporality, response and desired outcomes. As such, the paper provides a directive that highlights how the development of inquiry competences and the skills to negotiate productive pathways through an inquiry activity can be informed, developed and enhanced by formative assessment. Such developments require pedagogic moves that allow student agency while fostering advancement through guided feedback. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01