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Developing Formative Assessment in STEM Classrooms (Paperback or Softback)
Language: English
Published by Routledge 10/27/2025, 2025
ISBN 10: 1032738170 ISBN 13: 9781032738178
Paperback or Softback. Condition: New. Developing Formative Assessment in STEM Classrooms. Book.
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Developing Formative Assessment in Stem Classrooms
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Developing Formative Assessment in STEM Classrooms
Language: English
Published by Taylor & Francis Ltd, 2025
ISBN 10: 1032738170 ISBN 13: 9781032738178
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Developing Formative Assessment in Stem Classrooms
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Developing Formative Assessment in STEM Classrooms
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Add to basketPaperback. Condition: Brand New. 156 pages. 9.68x6.87x9.61 inches. In Stock.
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Developing Formative Assessment in Stem Classrooms
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Developing Formative Assessment in STEM Classrooms
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Transforming Assessment: Through an Interplay Between Practice, Research and Policy (Contributions from Science Education Research, 4)
Book 4 of 12: Contributions from Science Education ResearchSeller: Ria Christie Collections, Uxbridge, United Kingdom
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Developing Formative Assessment in Stem Classrooms
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Developing Formative Assessment in STEM Classrooms
Language: English
Published by Routledge 2024-06-03, 2024
ISBN 10: 1032737999 ISBN 13: 9781032737997
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Developing Formative Assessment in STEM Classrooms
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Condition: New. 1st edition NO-PA16APR2015-KAP.
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Developing Formative Assessment in STEM Classrooms
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First Edition
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Condition: New. Softcover reprint of the original 1st ed. 2018 edition NO-PA16APR2015-KAP.
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Taschenbuch. Condition: Neu. Transforming Assessment | Through an Interplay Between Practice, Research and Policy | Jens Dolin (u. a.) | Taschenbuch | Contributions from Science Education Research | xx | Englisch | 2018 | Springer | EAN 9783319875088 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.
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Developing Formative Assessment in STEM Classrooms
Language: English
Published by Taylor and Francis Ltd, GB, 2024
ISBN 10: 1032737999 ISBN 13: 9781032737997
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Hardback. Condition: New. This book, drawn from the practical experience of the European Assess Inquiry in Science, Technology and Mathematics Education (ASSIST-ME) project, aims to support researchers, teacher educators and teachers in navigating the complex nature of formative assessment. It delves into how formative assessment methods may adapt different features within STEM classroom practices and how formative and summative assessment could be coordinated. The book illustrates how ideas about inquiry and assessment are played out in the classroom, revealing both how the pedagogical approach fits with the assessment choices made and the support that teachers need, to engage with these changes. It both informs and presents some of the challenges related to the uptake and development of inquiry learning in STEM classrooms. The chapters in this volume address three questions:What formative assessment objectives and methods are relevant and appropriate in science education ? How do teachers monitor student learning as it unfolds during inquiry-based teaching-learning sequences? To what extent does a partnership between researchers and teachers make it possible to implement effective assessment methods and acquire relevant professional knowledge?Taken together, they explore how national educational systems can foster and build the systemic support measures and tools that teachers need to integrate assessment into their classroom practices that fit alongside or within their summative assessment practices. The chapters included in this book were originally published in International Journal of Science Education.
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Transforming Assessment : Through an Interplay Between Practice, Research and Policy
Book 4 of 12: Contributions from Science Education ResearchLanguage: English
Published by Springer International Publishing, Springer International Publishing, 2018
ISBN 10: 3319875086 ISBN 13: 9783319875088
Taschenbuch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - 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.
