Assessment Designs of Instructional Labs: A Literature Review and a Design Model

Autor/inn/en	Ketonen, Laura; Lehtinen, Antti; Koskinen, Pekka
Titel	Assessment Designs of Instructional Labs: A Literature Review and a Design Model
Quelle	In: Physical Review Physics Education Research, 19 (2023) 2, Artikel 020601 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ketonen, Laura) ORCID (Lehtinen, Antti) ORCID (Koskinen, Pekka)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Physics; Science Laboratories; Science Instruction; Summative Evaluation; Formative Evaluation; Student Evaluation; Evaluation Methods; Student Role; Models + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schulnote; Studentische Bewertung; Analogiemodell
Abstract	[This paper is part of the Focused Collection on Instructional labs: Improving traditions and new directions.] In recent years, physics instructional labs have been under considerable research and development. However, there seems to be no shared understanding of how the assessment of instructional labs should be arranged to best serve students' learning and development of expertise. This literature review intends to fill this gap by reviewing the research on classroom assessment of instructional labs from the perspectives of different objectives, purposes, and agents of assessment. The review reveals that classroom assessment in instructional labs has mostly focused on summative assessment, leaving the possibilities of formative assessment understudied. Further, assessment has been conducted mostly by teachers and teaching assistants, and the possibilities for students' participation in assessment remain unutilized. Two major gaps in the research on instructional labs were identified. The first gap concerns students' active participation in assessment. Given the active role that students have in the laboratory, their agency in assessment appears to be narrow. The second gap concerns the inclusion of metaskills and perspectives on lifelong learning and work life in assessment. We summarize our findings into a research-based model that assists in the consideration and balancing of different objectives, purposes, and agents in the design of classroom assessment of instructional labs. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: https://journals.aps.org/prper/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01