The characteristics of formative assessment in science education

Bell, Beverley; Cowie, Bronwen

doi:10.1002/sce.1022

Cited by 337 publications

(199 citation statements)

References 11 publications

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“…Properly integrating formative assessment in instruction is central to effective science teaching practice (Marshall, Horton, & Smart, 2009;Marzano, 2006). Further, effective instruction incorporates assessment that draws upon student prior knowledge, develops solid conceptual development, involves student reflection, and provides varied and appropriate assessments (Bell & Cowie, 2001;Black & Wiliam, 1998;Bransford et al, 2000;Driver, Squires, Rushworth, & WoodRobinson, 1994;Stiggins, 2005;White & Frederiksen, 1998;Wiggins & McTighe, 2005).…”

Section: Measuring Transformationmentioning

confidence: 99%

Teachers’ Transformation to Inquiry-Based Instructional Practice

Marshall¹,

Smart²

2013

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This collective case study examines secondary science teachers' responses to a professional development program designed to assist in the transformation of inquiry belief structures and inquiry instructional practices. These teachers were participants in a year-long professional development institute that focused on increasing the quantity and quality of inquiry in secondary science classrooms. This multi-case design examines multiple data sources in order to answer the following research question: How do the beliefs and practices of teachers regarding inquiry-based instruction evolve over the year of intervention? Participants were selected using the data from an inquiry observational protocol to represent a variety of abilities and beliefs regarding inquiry instructional practice. The results provide insights into teachers' belief structures and classroom structure related to inquiry instruction. Further, we detail the role of the professional development experience in facilitating transformation of classroom practice. Implications for how professional development programs are developed and led are provided.

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Section: Measuring Transformationmentioning

confidence: 99%

Teachers’ Transformation to Inquiry-Based Instructional Practice

Marshall¹,

Smart²

2013

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“…The idea of developing a reliable, valid, and diagnostic assessment tool that can be administered quickly to measure conceptual knowledge (with the possibility of being automated in the future) was greatly appealing to the school-based research team working within a PBL environment where assessment still relied too heavily on conventional assessment formats with all their inherent problems-despite the focus moving from summative to formative assessment (Bell & Cowie, 2001;Yorke, 2003) -for example, multiple choice questions (see Glass & Sinha, 2013). Hence, the aim of this research was to explore the following questions: How can a more timely and diagnostic formative assessment to test student knowledge be developed and tested?…”

Section: The Development and Validation Of A New Assessment Tool-the mentioning

confidence: 99%

Undertaking Educational Research Following the Introduction, Implementation, Evolution, and Hybridization of Constructivist Instructional Models in an Australian PBL High School

Hendry¹,

Hays²,

Challinor³

et al. 2017

Interdisciplinary Journal of Problem-Based Learning

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“…La evaluación continua conlleva una reflexión constante entre docentes y estudiantes para mejorar de forma conjunta la enseñanza y por ende el aprendizaje. Asimismo, supone una retroalimentación constante del proceso, ayudando al estudiante a regular su aprendizaje (Bell y Cowie, 2001;Black y William, 2009;Sephard, 2005).…”

Section: E) Continuaunclassified

Evaluación de Estudiantes para la Justicia Social. Propuesta de un Modelo

Hidalgo¹,

Murillo²

2016

riejs

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En este artículo se presenta una propuesta de Modelo de Evaluación de Estudiantes para la Justicia Social que busca avanzar un paso más en la construcción de una educación que contribuya a una transformación real y profunda de la sociedad. El modelo está basado en tres fuentes esenciales. Por un lado parte de un concepto de Justicia Social de carácter multidimensional, asentado en la Justicia social como Redistribución, como Reconocimiento y como Participación. La segunda fuente es una propuesta de Educación para la Justicia Social construida a partir del anterior concepto, que diferencia una educación en Justicia Social de una educación para la Justicia Social y que está conformada por tres ejes complementarios: una educación equitativa, crítica y democrática. Por último, la propuesta bebe y aprende de enfoques alternativos de evaluación de estudiantes: Evaluación Inclusiva, Auténtica, Culturalmente Sensible, Participativa, Democrático-Deliberativa y Crítica. Con todo ello se formula un modelo con tres dimensiones: evaluación equitativa, evaluación participativa y evaluación crítica. Esta propuesta pretende aportar ideas para empezar a transformar la evaluación de los estudiantes de tal forma que se configure como una pieza clave en una educación comprometida con la construcción de una sociedad más justa e inclusiva.Palabras clave: Evaluación de estudiantes, Educación para la Justicia Social, Justicia Social, Evaluación equitativa, Evaluación crítica, Evaluación participativa. This paper presents a proposal of a Model of Student' Assessment for Social Justice that seeks to go further in the construction of an education that contributes to a real and deep transformation of society. The model is based on three essential sources. On the one hand, it is part of a multidimensional concept of Social Justice, based on Social Justice as Redistribution, as Recognition and as Participation. The second source is a proposal of Education for Social Justice built from the previous concept, and differentiating an education in Social Justice from an education for Social Justice and which is made up of three complementary axes: an equitable, critical and democratic education. Finally, the proposal drinks and learns from alternative student assessment approaches: Inclusive, Authentic, Culturally Responsive, Participatory, DemocraticDeliberative and Critical Assessment. With this, a three-dimensional model is formulated: equitable assessment, participatory assessment and critical assessment. This proposal attempts to contribute in some ideas to begin to transform the students' assessment in such a way that it is configured as a key piece in an education committed with the construction of a fairer and more inclusive society.

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The characteristics of formative assessment in science education

Cited by 337 publications

References 11 publications

Teachers’ Transformation to Inquiry-Based Instructional Practice

Teachers’ Transformation to Inquiry-Based Instructional Practice

Undertaking Educational Research Following the Introduction, Implementation, Evolution, and Hybridization of Constructivist Instructional Models in an Australian PBL High School

Evaluación de Estudiantes para la Justicia Social. Propuesta de un Modelo

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