Transforming Assessment Through an Interplay Between Practice, Research and Policy /

• Συγγραφή απο Οργανισμό/Αρχή: SpringerLink (Online service)
• Άλλοι συγγραφείς: Dolin, Jens (Επιμελητής έκδοσης, http://id.loc.gov/vocabulary/relators/edt), Evans, Robert (Επιμελητής έκδοσης, http://id.loc.gov/vocabulary/relators/edt)
• Μορφή: Ηλεκτρονική πηγή Ηλ. βιβλίο
• Γλώσσα: English
• Έκδοση: Cham : Springer International Publishing : Imprint: Springer, 2018.
• Έκδοση: 1st ed. 2018.
• Σειρά: Contributions from Science Education Research, 4
• Θέματα: Science education.; Assessment.; Learning.; Instruction.; Education-Research.; Mathematics-Study and teaching .; Science Education.; Assessment, Testing and Evaluation.; Learning & Instruction.; Research Methods in Education.; Mathematics Education.

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 ass...

Πίνακας περιεχομένων:

• Introduction
• Section I Background
• Chapter 1. The concept of competence and its relevance for science, technology and mathematics education, Mathias Ropohl, Jan Alexis Nielsen, Christopher Olley, Silke Rönnebeck, Kay Stables
• Chapter 2. The teaching and assessment of inquiry competences, Silke Rönnebeck, Jan Alexis Nielsen, Christopher Olley, Mathias Ropohl, Kay Stables
• Chapter 3. Exploring relations between formative and summative assessment, Jens Dolin, Paul Black, Wynne Harlen, Andrée Tiberghien
• Section II Practice
• Chapter 4. Assessment-on-the-fly: promoting and collecting evidence of learning through dialogue, Christine Harrison, C. P. Constantinou, Catarina F. Correia, Michel Grangeat, Markus Hähkiöniemi, Michalis Livitzis, Pasi Nieminen, Nikos Papadouris, Elie Rached, Natasha Serret, Andrée Tiberghien, Jouni Viiri
• Chapter 5. The structured assessment dialogue, Jens Dolin, Jesper Bruun, Sanne Schnell Nielsen, Sofie Birch Jensen, Pasi Nieminen
• Chapter 6. Students' perspectives on Peer Assessment, Florence Le Hebel, Costas Constantinous, , Regula Grob, Monika Holmeier, Alena Hospesova, Pascale Montpied, Marianne Moulin, Jan Petr, Lukas Rokos, Iva Stuchlikova, Andrée Tiberghien, Olia Tsivitanidou, Iva Zlabkova
• Chapter 7. Teacher written feedback, Monika Holmeier, Regula Grob, Jan Alexis Nielsen, Mathias Ropohl, Silke Rönnebeck
• Section III General Reflections
• Chapter 8. European Educational Systems and Assessment Practice, Robert Evans, David Cross, Michel Grangeat, Lima Laurent, Nakhili Nadia, Elie Rached, Mathias Ropohl,  Silke Rönnebeck
• Chapter 9. Teacher Perspectives about using formative assessment, Robert Evans, Rose Clesham, Jens Dolin, Alena Hošpesová, Sofie Birch Jensen, Jan Alexis Nielsen, Iva Stuchlíková, Sofie Tidemand, Iva Žlábková
• Chapter 10. Policy aspects - how to change practice and in what direction, Jens Dolin, Jesper Bruun, Costas Constantinou, Justin Dillon, Doris Jorde, Peter Labudde
• Chapter 11. Transforming Assessment Research: Recommendations for future research, Jan Alexis Nielsen, Jens Dolin, Sofie Tidemand.