Teacher Professional Growth in Summative Assessment and Meaningful Learning: A Case Study in Pre-Vocational Geography Education in The Netherlands

Bijsterbosch, Erik; Béneker, Tine; Kuiper, Wilmad; Schee, Joop van der

doi:10.7459/ct/35.1.05

Cited by 2 publications

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“…Here the focus lay on how to formulate the legitimate texts which meet the criteria of the realization rules. This might indicate, for the Dutch context, a pre-shadowing effect, which goes further than only school exams [ 24 ], and affirms the importance of evaluative rules for the pedagogic practice [ 14 ].…”

Section: Discussionmentioning

confidence: 88%

“…They refer to the ways existing knowledge has to be applied and how complex the data/resources are that have to be manipulated [ 23 ]. In categorizations of geography tasks, often a distinction is made between lower and higher [ 24 , 25 , 26 ], or lower, middle and higher order thinking [ 27 , 28 ]. However, lower order thinking is not always defined in the same way: it can be restricted to the reproduction of knowledge, but it can also encompass the application of acquired knowledge.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Higher Order Thinking by Setting and Debriefing Tasks in Dutch Geography Lessons

Krause

Béneker

Tartwijk

2021

EJIHPE

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Tasks are a powerful instrument for geography teachers, as they let students engage with the subject. To advance the cumulative learning of students, teachers have to make sure that students learn how to deal with complex and abstract knowledge structures. In the Netherlands, teachers face a dilemma when it comes to task setting: the intended curriculum aims for a considerable part at (parts of) higher order thinking, whereas the high-stakes exams have a clear focus on the use of thinking strategies. This paper explores the task setting and debriefing of Dutch geography teachers by analyzing twenty-three videotaped lessons in upper secondary education by using the Geography Task Categorization Framework. The results show that Dutch teachers mostly rely on textbooks when setting tasks. The focus lies on reproduction and the use of thinking strategies. Tasks aiming at (parts of) higher order thinking are barely used. Furthermore, teachers use tasks from previous high-stakes exams already used in an early stage of upper secondary education. In the debriefing of tasks, teachers move from simple and concrete to complex and abstract knowledge and vice versa. However, most of these movements aim at simplifying knowledge structures. In the observed lessons, curriculum aims at the level of (parts of) higher order thinking are not achieved. The evaluative rules as set by the high-stakes exams and the type of tasks offered by textbooks seem to be dominant.

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Section: Discussionmentioning

confidence: 88%

Section: Theoretical Frameworkmentioning

confidence: 99%

Higher Order Thinking by Setting and Debriefing Tasks in Dutch Geography Lessons

Krause

Béneker

Tartwijk

2021

EJIHPE

Self Cite

View full text Add to dashboard Cite

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Drawing as an Opportunity to Assess Meaningful Learning in College Students

Borjas

Serrano

Molina

et al. 2022

Design and Measurement Strategies for Meaningful Learning

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This chapter presents the results of a qualitative study conducted by researchers from the Universidad del Norte (Barranquilla, Colombia) and the Universidad Autónoma Metropolitana de México with postgraduate students in education at a Colombian university on the use of drawings as a means of assessing meaningful learning. The combination of drawing and rubrics as means of assessment constitutes a promising tool for assessing meaningful learning, in terms of the potential of drawing to help make explicit and reflect on prior knowledge, and of rubrics as a means of feedback. The research confirms that the use of drawing at two moments—at the beginning and at the end of the course—allows for explicit information to contrast previous knowledge with the significant learning that the student constructs during a course.

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Teacher Professional Growth in Summative Assessment and Meaningful Learning: A Case Study in Pre-Vocational Geography Education in The Netherlands

Cited by 2 publications

References 0 publications

Higher Order Thinking by Setting and Debriefing Tasks in Dutch Geography Lessons

Higher Order Thinking by Setting and Debriefing Tasks in Dutch Geography Lessons

Drawing as an Opportunity to Assess Meaningful Learning in College Students

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