Assessment for Learning in Teaching and Assessing Graphs in Science Investigation Lessons

Autor/in	Gioka, Olga
Titel	Assessment for Learning in Teaching and Assessing Graphs in Science Investigation Lessons
Quelle	In: Science Education International, 18 (2007) 3, S.189-208 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1450-104X
Schlagwörter	Investigations; Science Education; Graphs; Qualitative Research; Ethnography; Educational Practices; Student Evaluation; Grading; Teaching Methods; Pretests Posttests; Curriculum Implementation; Feedback (Response); Mathematics Skills; Science Teachers; Teaching Experience; Teacher Qualifications; Semi Structured Interviews; Difficulty Level; Task Analysis; Role Perception; Testing; Evaluation Criteria; Self Evaluation (Individuals); Peer Evaluation; Formative Evaluation; Secondary School Science; Foreign Countries; Observation; United Kingdom (London) + Suchen Sie Ihr Suchwort? Untersuchung; Naturwissenschaftliche Bildung; Grafische Darstellung; Qualitative Forschung; Ethnografie; Bildungspraxis; Schulnote; Studentische Bewertung; Notengebung; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrqualifikation; Schwierigkeitsgrad; Aufgabenanalyse; Role conception; Rollenverständnis; Testdurchführung; Testen; Ausland; Beobachtung
Abstract	The major literature review by Black and Wiliam (1998a) provided strong research evidence indicating that assessment for learning can produce significant gains in students' learning. The present study applied the main aspects of assessment for learning, as highlighted in the Black and Wiliam review, in a specific area of science education, that of graphs in investigation lessons. It is a qualitative study with ethnographic aspects aiming to look at the extent to which science teachers employ assessment for learning practices, when they teach and assess graphs. It involved close observation of nine science teachers for one school year, collection of marked copies of students' investigation reports, and two interviews with each of them. Two in-depth interviews were carried out with each teacher to look at how they teach and assess graphs, and how they help students. One interview (pre-observation), prior to the classroom observations and one upon completion of the observations (post-observation). They study found that only a few of the participant teachers implemented some aspects of assessment for learning practices. The contribution of the present study is that it exemplifies what good quality feedback in graphing skills looks like. It is argued that science teachers need professional support encouraging them to implement assessment for learning practices. (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://icaseonline.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01