Refining Inquiry with Multi-Form Assessment: Formative and Summative Assessment Functions for Flexible Inquiry

Autor/inn/en	Zuiker, Steven; Whitaker, J. Reid
Titel	Refining Inquiry with Multi-Form Assessment: Formative and Summative Assessment Functions for Flexible Inquiry
Quelle	In: International Journal of Science Education, 36 (2014) 6, S.1037-1059 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2013.834489
Schlagwörter	Formative Evaluation; Summative Evaluation; Inquiry; Models; Grade 5; Case Studies; Elementary School Science; Active Learning; Instructional Innovation; Science Instruction; Participant Observation; Interviews; Elementary School Students; Elementary School Teachers + Suchen Sie Ihr Suchwort? Analogiemodell; School year 05; 5. Schuljahr; Schuljahr 05; Case study; Fallstudie; Case Study; Aktives Lernen; Educational Innovation; Bildungsinnovation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teilnehmende Beobachtung; Interviewing; Interviewtechnik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	This paper describes the 5E+I/A inquiry model and reports a case study of one curricular enactment by a US fifth-grade classroom. A literature review establishes the model's conceptual adequacy with respect to longstanding research related to both the 5E inquiry model and multiple, incremental innovations of it. As a collective line of research, the review highlights a common emphasis on formative assessment, at times coupled either with differentiated instruction strategies or with activities that target the generalization of learning. The 5E+I/A model contributes a multi-level assessment strategy that balances formative and summative functions of multiple forms of assessment in order to support classroom participation while still attending to individual achievement. The case report documents the enactment of a weeklong 5E+I/A curricular design as a preliminary account of the model's empirical adequacy. A descriptive and analytical narrative illustrates variable ways that multi-level assessment makes student thinking visible and pedagogical decision-making more powerful. In light of both, it also documents productive adaptations to a flexible curricular design and considers future research to advance this collective line of inquiry. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10