This book reports the results of a research project that investigated assessment methods aimed at supporting and improving inquiry-based approaches in European science, technology and mathematics (STM) education. The findings were used to influence policy makers with guidelines for ensuring that assessment enhances learning.
The book provides insights about:
- The concept of competence within the STM domains and its relevance for education
- The conceptualisation and teaching of four key competences: scientific inquiry, mathematical problem-solving, design processes, and innovation.
- Fundamental aspects of the two main purposes of assessment, formative and summative, the relations between the two purposes and ways of linking them.
- The main challenges related to the uptake of formative assessment in daily teaching-learning practices in STM and specifically, the usability of formative on-the-fly dialogue, structured assessment dialogue, peer assessment and written teacher feedback.
- The systemic support measures and tools teachers need in order to integrate formative assessment of student learning into their classroom practices and how it can conflict with summative assessment practices.
- How research-based strategies for the formative use of assessment can be adapted to various European educational traditions to ensure their effective use and avoid undesirable consequences.
- How relevant stakeholders can be invited to take co-ownership of research results and how a productive partnership between researchers, policy makers, and teachers can be established.
- Concrete research vistas that are still needed in international assessment research.
Introduction.- Section I Background.- Chapter 1. The concept of competence and its relevance for science, technology and mathematics education, Mathias Ropohl, Jan Alexis Nielsen, Christopher Olley, Silke Rönnebeck, Kay Stables.- Chapter 2. The teaching and assessment of inquiry competences, Silke Rönnebeck, Jan Alexis Nielsen, Christopher Olley, Mathias Ropohl, Kay Stables.- Chapter 3. Exploring relations between formative and summative assessment, Jens Dolin, Paul Black, Wynne Harlen, Andrée Tiberghien.- Section II Practice.- Chapter 4. Assessment-on-the-fly: promoting and collecting evidence of learning through dialogue, Christine Harrison, C. P. Constantinou, Catarina F. Correia, Michel Grangeat, Markus Hähkiöniemi, Michalis Livitzis, Pasi Nieminen, Nikos Papadouris, Elie Rached, Natasha Serret, Andrée Tiberghien, Jouni Viiri.- Chapter 5. The structured assessment dialogue, Jens Dolin, Jesper Bruun, Sanne Schnell Nielsen, Sofie Birch Jensen, Pasi Nieminen.- Chapter 6. Students' perspectives on Peer Assessment, Florence Le Hebel, Costas Constantinous, , Regula Grob, Monika Holmeier, Alena Hospesova, Pascale Montpied, Marianne Moulin, Jan Petr, Lukas Rokos, Iva Stuchlikova, Andrée Tiberghien, Olia Tsivitanidou, Iva Zlabkova.- Chapter 7. Teacher written feedback, Monika Holmeier, Regula Grob, Jan Alexis Nielsen, Mathias Ropohl, Silke Rönnebeck.- Section III General Reflections.- Chapter 8. European Educational Systems and Assessment Practice, Robert Evans, David Cross, Michel Grangeat, Lima Laurent, Nakhili Nadia, Elie Rached, Mathias Ropohl, Silke Rönnebeck.- Chapter 9. Teacher Perspectives about using formative assessment, Robert Evans, Rose Clesham, Jens Dolin, Alena Hospesová, Sofie Birch Jensen, Jan Alexis Nielsen, Iva Stuchlíková, Sofie Tidemand, Iva Zlábková.- Chapter 10. Policy aspects - how to change practice and in what direction, Jens Dolin, Jesper Bruun, Costas Constantinou, Justin Dillon, Doris Jorde, Peter Labudde.- Chapter 11. Transforming Assessment Research: Recommendations for future research, Jan Alexis Nielsen, Jens Dolin, Sofie Tidemand.