Towards the implementation of formal formative assessment in inquiry-based science education in Switzerland
Regula Grob
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Regula Grob, Towards the implementation of formal formative assessment in inquiry-based science education in Switzerland (2017), Logos Verlag, Berlin, ISBN: 9783832592509
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Beschreibung / Abstract
Inquiry has been an important part of educational theory and practice for the last decades. As in other competence-oriented approaches to teaching and learning, the appropriate support and assessment of the students' competences has been much debated in the context of inquiry-based science education.
One way to support and assess students in their learning is formative assessment. The concept is also known as 'assessment for learning' which means that the information on the students' levels of achievement is not used for grading but for planning the next steps in teaching and learning. The use of formative assessment methods as a means of support for students' learning is promoted in national and international position papers and reports. However, in the Swiss teaching practice, formative assessment, particularly formal formative assessment methods which involve a certain degree of pre-definition, planning, and formality, are not widely used nor researched.
Therefore, the focus of this study is on exploring possibilities and challenges for the implementation of formal formative assessment methods in the context of inquiry-based science education in Switzerland. The emphasis of the study will be on the teacher perspective.
One way to support and assess students in their learning is formative assessment. The concept is also known as 'assessment for learning' which means that the information on the students' levels of achievement is not used for grading but for planning the next steps in teaching and learning. The use of formative assessment methods as a means of support for students' learning is promoted in national and international position papers and reports. However, in the Swiss teaching practice, formative assessment, particularly formal formative assessment methods which involve a certain degree of pre-definition, planning, and formality, are not widely used nor researched.
Therefore, the focus of this study is on exploring possibilities and challenges for the implementation of formal formative assessment methods in the context of inquiry-based science education in Switzerland. The emphasis of the study will be on the teacher perspective.
Inhaltsverzeichnis
- BEGINN
- 1 INTRODUCTION
- 2 CONTEXT OF THE STUDY
- 3 THEORY
- 3.1 THE CONCEPT OF INQUIRY-BASED SCIENCE EDUCATION
- 3.2 THE CONCEPT OF FORMATIVE ASSESSMENT
- 3.3 MECHANISMS IN FORMATIVE ASSESSMENT THAT SUPPORT LEARNING
- 3.4 METHODS OF FORMATIVE ASSESSMENT FOR THE CONTEXT OF INQUIRYBASED SCIENCE EDUCATION
- 3.5 TEACHER CONCEPTS OF AND SELF-EFFICACY IN FORMATIVE ASSESSMENT
- 3.6 OBSTACLES TO PUTTING FORMATIVE ASSESSMENT INTO PRACTICE AND MEASURES OF SUPPORT
- 3.7 EFFECTS OF PROGRAMS IMPLEMENTING FORMATIVE ASSESSMENT
- 3.8 INQUIRY AND ASSESSMENT IN SWITZERLAND
- 4 RESEARCH QUESTIONS
- 4.1 A THEORETICAL FRAME FOR INNOVATION IN TEACHING: THE MODEL OF PROFESSIONAL GROWTH
- 4.2 INTRODUCTION OF RESEARCH QUESTIONS
- 4.3 USE OF RESULTS FOR GENERATION OF HYPOTHESES
- 5 METHODS
- 5.1 SETTING
- 5.2 PARTICIPANTS
- 5.3 DATA COLLECTION
- 5.4 SELECTION OF CASES FOR ANALYSIS
- 5.5 DATA ANALYSIS
- 6 ILLUSTRATIVE EXAMPLES OF IMPLEMENTATIONS
- 6.1 WRITTEN TEACHER ASSESSMENT AT PRIMARY SCHOOL
- 6.2 PEER-ASSESSMENT AT UPPER SECONDARY SCHOOL
- 6.3 COMBINATION OF PEER-ASSESSMENT AND SELF-ASSESSMENT AT PRIMARY SCHOOL
- 7 RESULTS
- 7.1 RESULTS ON RESEARCH QUESTION 1: TEACHERS†™ UNDERSTANDING OF FORMATIVE ASSESSMENT
- 7.2 RESULTS ON RESEARCH QUESTION 2: DESCRIPTION AND ANALYSIS OF THE TEACHERS†™ TRIALS
- 7.3 RESULTS ON RESEARCH QUESTION 3: TEACHERS†™ AND STUDENTS†™ EVALUATIONS OF THE METHODS TRIALLED
- 7.4 RESULTS ON RESEARCH QUESTION 4: CHANGES IN TEACHERS†™ UNDERSTANDINGS AND IMPLEMENTATIONS THROUGHOUT THE COLLABORATION IN THE STUDY
- 8 DISCUSSION
- 8.1 DISCUSSION OF RESEARCH QUESTION 1: THE TEACHERS†™ UNDERSTANDING OF FORMATIVE ASSESSMENT
- 8.2 DISCUSSION OF RESEARCH QUESTION 2: DESCRIPTION AND ANALYSIS OF THE TEACHERS†™ TRIALS
- 8.3 DISCUSSION OF RESEARCH QUESTION 3: TEACHERS†™ AND STUDENTS†™ EVALUATIONS OF THE METHODS TRIALLED
- 8.4 DISCUSSION OF RESEARCH QUESTION 4: CHANGES IN TEACHERS†™ UNDERSTANDINGS AND IMPLEMENTATIONS THROUGHOUT THE COLLABORATION IN THE STUDY
- 8.5 MEASURES OF SUPPORT FOR FORMAL FORMATIVE ASSESSMENT PRACTICES IN SWITZERLAND
- 8.6 TEACHERS DEVELOPING THEIR OWN FORMATIVE ASSESSMENT PRACTICES IN THE CONTEXT OF THIS STUDY
- 9 RETROSPECTS AND PROSPECTS
- 9.1 AIMS OF THE STUDY
- 9.2 CRITIQUE OF METHODOLOGY
- 9.3 IMPLICATIONS OF THE STUDY
- 9.4 PROSPECTS
- 10 LITERATURE
- APPENDIX
- A1. TEACHER PROFILE QUESTIONNAIRE
- A2. QUESTION FOR TEACHERS TO DEFINE “FORMATIVE ASSESSMENT†
- A3. EVALUATION FORM FOR TEACHERS
- A4. EVALUATION FORM FOR STUDENTS
- A5. INTERVIEW QUESTIONS FOR TEACHERS
- A6. TOPICS FOR TEACHER GROUP DISCUSSIONS
- A7. DESCRIPTION OF CASES
- A8. DESCRIPTION OF CATEGORIES FOR RQ 1
- A9. DESCRIPTION OF CATEGORIES FOR RQ 2
- A10. DESCRIPTION OF CATEGORIES FOR RQS 3.2 AND 3.5
- A11. DESCRIPTION OF CATEGORIES FOR RQ 3.3
- A12. DESCRIPTION OF CATEGORIES FOR RQ 3.6
- A13. DESCRIPTION OF CATEGORIES FOR RQ 4.5