Science Teachers' Interactions with Resources for Formative Assessment Purposes

Autor/inn/en	Staberg, Ragnhild Lyngved; Febri, Maria Immaculata Maya; Gjøvik, Øistein; Sikko, Svein Arne; Pepin, Birgit
Titel	Science Teachers' Interactions with Resources for Formative Assessment Purposes
Quelle	In: Educational Assessment, Evaluation and Accountability, 35 (2023) 1, S.5-35 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Staberg, Ragnhild Lyngved) ORCID (Febri, Maria Immaculata Maya) ORCID (Gjøvik, Øistein) ORCID (Sikko, Svein Arne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-8597
DOI	10.1007/s11092-022-09401-2
Schlagwörter	Educational Resources; Educational Technology; Formative Evaluation; Elementary School Teachers; Grade 5; Grade 7; Science Instruction; Educational Strategies; Teacher Attitudes; Elementary School Students; Student Attitudes; Foreign Countries; Norway + Suchen Sie Ihr Suchwort? Bildungsmittel; Unterrichtsmedien; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 05; 5. Schuljahr; Schuljahr 05; School year 07; 7. Schuljahr; Schuljahr 07; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrstrategie; Lehrerverhalten; Schülerverhalten; Ausland; Norwegen
Abstract	Using a case-study approach, we aim to understand how teachers interact with both analogue and digital resources in the science classroom for formative assessment (FA) purposes and their justifications for such interactions. The study was conducted in the context of a European Union project on FA in science and mathematics education. The case involved two Norwegian primary school teachers teaching their grades 5 and 7 students a series of science lessons on the topic "how to prevent microorganisms from spreading." The data set consisted of lesson plans, classroom observations, pre- and post-interviews conducted with teachers, student tasks, post-interviews with students, and student work. We identified eight analogue and digital resources, which were used to employ five FA strategies. The strategies that were most commonly used related to "engineering effective classroom discussions" that elicited evidence of student understanding and "activating students" as autonomous learners and peer instructors. The teachers' rationales for using the selected resources were mainly connected to their effectiveness, practicality, and relevance. Teacher interactions with the selected resources are described, and educational implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01