Literaturnachweis - Detailanzeige
| Autor/inn/en | Cirkony, Connie; Kenny, John Daniel |
|---|---|
| Titel | Using Formative Assessment to Build Coherence between Educational Policy and Classroom Practice: A Case Study Using Inquiry in Science |
| Quelle | In: Australian Journal of Teacher Education, 47 (2022) 10, S.77-105, Artikel 5 (30 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0313-5373 |
| Schlagwörter | Formative Evaluation; Inquiry; Evaluation Methods; Scoring Rubrics; STEM Education; Science Instruction; Educational Policy; Student Evaluation; Teaching Methods |
| Abstract | In this paper we argue that the complexity of education systems can lead to a lack of coherence in the implementation of policy. More effective educational change requires policymakers and researchers to pay more attention to supporting teachers in classrooms. As an example, we consider decades of research attempts in STEM education to implement learning through inquiry and note there has been little change in teaching practices in classrooms. Using formative assessment in science education as a case study, we developed a rubric for teachers that embeds key aspects of the desired pedagogy. We argue this builds teachers' confidence to implement the change in their classrooms and we claim this same principle may apply to the development of rubrics in other disciplines, which can easily be incorporated by researchers into professional learning programs. (As Provided). |
| Anmerkungen | Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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