| 书目名称 | Transforming Assessment | | 副标题 | Through an Interplay | | 编辑 | Jens Dolin,Robert Evans | | 视频video | | | 概述 | Gives a coherent understanding of why and how to transform the assessment practice throughout Europe.Establishes a state-of-the-art understanding of key concepts in science education and assessment.In | | 丛书名称 | Contributions from Science Education Research | | 图书封面 |  | | 描述 | .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 asse | | 出版日期 | Book 2018 | | 关键词 | science education; mathematics education; technology education; educational policy; inquiry based teachi | | 版次 | 1 | | doi | https://doi.org/10.1007/978-3-319-63248-3 | | isbn_softcover | 978-3-319-87508-8 | | isbn_ebook | 978-3-319-63248-3Series ISSN 2213-3623 Series E-ISSN 2213-3631 | | issn_series | 2213-3623 | | copyright | Springer International Publishing AG 2018 |
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发表于 2025-3-21 17:30:15
