A Model of Formative Assessment in Science Education

Cowie, Bronwen; Bell, Beverley

doi:10.1080/09695949993026

Cited by 248 publications

(176 citation statements)

References 5 publications

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“…For example, Black and Wiliam (2006) established specific conditions needed to successfully apply formative assessment. While also investigating formative assessment practices in science education, Cowie and Bell (1999) offered a dual cycle of planned and spontaneous interaction model of assessment. McMillan (2007) further developed the concept of fairness in classroom assessment whereas Torrance and Pryor (2001) studied the social nature of assessment and power relationships.…”

Section: Literature Reviewmentioning

confidence: 99%

Pre-service Teachers’ Thinking about Student Assessment Issues

Simon

Chitpin

Yahya³

2010

IJE

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Pre-service teachers are typically concerned with student assessment and view related issues through varied experiences and backgrounds. Understanding how they think about assessment issues within the current educational context helps to better prepare them. In this paper we describe pre-service teachers' thinking about assessment issues, the theories that underlie their thinking, and how it evolves as a result of using an introspective critical approach called the objective knowledge growth framework. The framework combines the diary and the think aloud protocol and brings pre-service teachers to identify initial assessment problems, propose tentative solutions, and challenge their solutions. Thirty-one pre-service teachers took part in this study and received a one hour workshop on the use of the introspective approach to solve their self-identified assessment issues. Brookhart's 'Tensions in Classroom Assessment Theory and Practice' framework was then used to explore the theories at play when pre-service teachers go through their problem solving processes. The participants identified group work, test failure, accommodation, fairness, multiple assessment opportunities, and academic enablers as key areas of concern. Particularly notable in the study, was the greater importance attached by the pre-service teachers to assessment for classroom management, student motivation, and social justice purposes, than to support learning. The analysis of these concerns using Brookhart's framework and of the reasoning about them suggests that the intersection of measurement, psychological, and social theories continues to impact the decision making process regarding assessment.

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Section: Literature Reviewmentioning

confidence: 99%

Pre-service Teachers’ Thinking about Student Assessment Issues

Simon

Chitpin

Yahya³

2010

IJE

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“…Formative assessment, on the other hand, is the garden equivalent of feeding and watering the plants-directly affecting their growth. (p. 21) This analogy helps to crystallize the differences between these two types of assessment and is also well supported by Cowie and Bell (1999) who say that whereas "Formative assessment is the process used by teachers and children to recognize and respond to pupil learning, in order to enhance that learning during the activity or task" (p. 104), summative assessment is evaluation of what has been learnt after the teaching and learning have been concluded. Consequently, while the former has potential to directly influence learning as it takes place, the latter cannot impact on current learning, but only presents an ex-post view and can only, at best, inform future teaching and learning.…”

Section: The Gardner Analogy To Help With the Distinctionmentioning

confidence: 95%

Why Students Don’t Like Assessment and How to Change Their Perceptions in 21<sup>st</sup> Century Pedagogies

Kivunja¹

2015

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In more than thirty years of teaching and testing students of all ages and across all learning stages-primary, secondary, college, university undergraduates and postgraduates-I am yet to find a student who looked forward to an assessment task they were to complete. Why? One might ask: why don't students like assessment? And how can we change their perceptions? To lay the groundwork for answering these perplexing and yet important pedagogical questions, this paper starts with an explanation of the meaning of educational assessment. It then delineates the different types of assessments and their intended purposes before examining reasons why students don't like assessment. This is followed by suggestions of what we could do as pedagogues, to make assessment meaningful and attractive to students in 21 st century learning so as to change their perceptions of assessment. The paper argues that just as effective teaching and learning need to change from the orthodoxy 3Rs and core subjects that drove the Industrial Age to a New Learning Paradigm which includes the Super 4Cs Skills of the 21 st century, (critical thinking and problem solving, collaboration, creativity and innovation, and communication), so does assessment need to change if it is to serve its moral purpose in 21 st century education.

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“…Even though teachers have noted it down within their lesson plan, they are still having lack of confidence in assessment development. Interactive assessment [24] is used during the interaction between teachers and students using the concept of map in science learning [25] which can be applicable for the INSEP program and fascinating to be researched for its easiness and effectiveness for short term training. With the high scores in assessment development of teachers' efficacy, thus we hope the entire PCK components can be built within their mind.…”

Section: Fig3 Framework Of Inquiry On Supporting Teachers' Pck Andmentioning

confidence: 99%

In-Service Professional Development on Supporting Elementary Teachers’ Pedagogical Content Knowledge and Efficacy through Inquiry-Based Teacher Training

2018

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A Model of Formative Assessment in Science Education

Cited by 248 publications

References 5 publications

Pre-service Teachers’ Thinking about Student Assessment Issues

Pre-service Teachers’ Thinking about Student Assessment Issues

Why Students Don’t Like Assessment and How to Change Their Perceptions in 21<sup>st</sup> Century Pedagogies

In-Service Professional Development on Supporting Elementary Teachers’ Pedagogical Content Knowledge and Efficacy through Inquiry-Based Teacher Training

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A Model of Formative Assessment in Science Education

Cited by 248 publications

References 5 publications

Pre-service Teachers’ Thinking about Student Assessment Issues

Pre-service Teachers’ Thinking about Student Assessment Issues

Why Students Don’t Like Assessment and How to Change Their Perceptions in 21&lt;sup&gt;st&lt;/sup&gt; Century Pedagogies

In-Service Professional Development on Supporting Elementary Teachers’ Pedagogical Content Knowledge and Efficacy through Inquiry-Based Teacher Training

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Why Students Don’t Like Assessment and How to Change Their Perceptions in 21<sup>st</sup> Century Pedagogies