國立高雄大學圖資館 |

Language: English

Back

Transforming assessmentthrough an in...

Dolin, Jens.

Transforming assessmentthrough an interplay between practice, research and policy /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Transforming assessmentedited by Jens Dolin, Robert Evans.
Reminder of title:	through an interplay between practice, research and policy /
other author:	Dolin, Jens.
Published:	Cham :Springer International Publishing :2018.
Description:	xx, 295 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	EducationEuropean Union countries.
Online resource:	http://dx.doi.org/10.1007/978-3-319-63248-3
ISBN:	9783319632483$q(electronic bk.)

Transforming assessmentthrough an interplay between practice, research and policy /
Transforming assessmentthrough an interplay between practice, research and policy /[electronic resource] :edited by Jens Dolin, Robert Evans. - Cham :Springer International Publishing :2018. - xx, 295 p. :ill., digital ;24 cm. - Contributions from science education research,v.42213-3623 ;. - Contributions from science education research ;v.1..

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.

ISBN: 9783319632483$q(electronic bk.)

Standard No.: 10.1007/978-3-319-63248-3doiSubjects--Topical Terms:

272058
Education
--European Union countries.

LC Class. No.: LA622

Dewey Class. No.: 370.94

Transforming assessmentthrough an interplay between practice, research and policy /
LDR:02725nmm a2200325 a 4500 001 528643
003 DE-He213
005 20180614171943.0
006 m d
007 cr nn 008maaau
008 181030s2018 gw s 0 eng d
020 $a 9783319632483$q(electronic bk.)
020 $a 9783319632476$q(paper)
024 7 $a 10.1007/978-3-319-63248-3 $2 doi
035 $a 978-3-319-63248-3
040 $a GP $c GP
041 0 $a eng
050 4 $a LA622
072 7 $a JNU $2 bicssc
072 7 $a PD $2 bicssc
072 7 $a SCI063000 $2 bisacsh
082 0 4 $a 370.94 $2 23
090 $a LA622 $b .T772 2018
245 0 0 $a Transforming assessment $h [electronic resource] : $b through an interplay between practice, research and policy / $c edited by Jens Dolin, Robert Evans.
260 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2018.
300 $a xx, 295 p. : $b ill., digital ; $c 24 cm.
490 1 $a Contributions from science education research, $x 2213-3623 ; $v v.4
520 $a 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.
650 0 $a Education $z European Union countries. $3 272058
650 0 $a Teaching $z European Union countries. $3 676243
650 1 4 $a Education. $3 177995
650 2 4 $a Science Education. $3 275619
650 2 4 $a Assessment, Testing and Evaluation. $3 274753
650 2 4 $a Learning & Instruction. $3 274699
650 2 4 $a Research Methods in Education. $3 772096
650 2 4 $a Mathematics Education. $3 274700
700 1 $a Dolin, Jens. $3 801210
700 1 $a Evans, Robert. $3 700175
710 2 $a SpringerLink (Online service) $3 273601
773 0 $t Springer eBooks
830 0 $a Contributions from science education research ; $v v.1. $3 677285
856 4 0 $u http://dx.doi.org/10.1007/978-3-319-63248-3
950 $a Education (Springer-41171)