Assessing Scientific and Technological Enquiry Skills at Age 11 Using the E-Scape System

Autor/inn/en	Davies, Dan; Collier, Chris; Howe, Alan
Titel	Assessing Scientific and Technological Enquiry Skills at Age 11 Using the E-Scape System
Quelle	In: International Journal of Technology and Design Education, 22 (2012) 2, S.247-263 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-7572
DOI	10.1007/s10798-011-9191-3
Schlagwörter	Foreign Countries; Evidence; Video Technology; Portfolios (Background Materials); Reliability; Skill Development; Scaffolding (Teaching Technique); Inquiry; Elementary School Students; Technology Education; Science Education; Inservice Teacher Education; Portfolio Assessment; Student Evaluation; Educational Assessment; Performance Based Assessment; Program Implementation; Program Effectiveness; Internet; Computer System Design; Handheld Devices; Synchronous Communication; Web Sites; Programming; Educational Technology; Computer Software; Evaluation Methods; Program Descriptions; Comparative Analysis; Multimedia Materials; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Evidenz; Reliabilität; Kompetenzentwicklung; Qualifikationsentwicklung; Technisch-naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Lehrerfortbildung; Portfoliobeurteilung; Schulnote; Studentische Bewertung; Education; assessment; Bewertungssystem; Leistungsermittlung; Web-Design; Programmierung; Unterrichtsmedien; Großbritannien
Abstract	This article reports on the outcomes from the "e-scape Primary Scientific and Technological Understanding Assessment Project" (2009-2010), which aimed to support primary teachers in developing valid portfolio-based tasks to assess pupils' scientific and technological enquiry skills at age 11. This was part of the wider "e-scape" project (2003-present), which has developed an innovative controlled alternative to design & technology and science public assessment at age 16. Teachers from eight primary schools were trained in the use of an online task-authoring tool to develop and trial assessment activities based on current classroom work. To compile their e-portfolios of assessment evidence, pupils used netbook devices, which afford multi-modal responses (text, drawing, photo, audio, video, spreadsheet) whilst leaving space on pupils' tables for practical investigations. Once the pupil e-portfolios had been uploaded to the secure e-scape website, teachers assessed them using a "comparative judgement" approach to produce a rank order with a high reliability coefficient. Participant teachers recognised the strength of the e-scape approach in terms of facilitating and managing pupils' responses to assessment tasks in the classroom, which they successfully adapted to suit primary pedagogy. In particular, the benefits of scaffolding complex assessment tasks through the step-wise e-scape process in the authoring tool represented for some of the teachers a pedagogically significant development in terms of their planning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10