Assessment On-the-Fly: Promoting and Collecting Evidence of Learning Through Dialogue
Christine Harrison
,
Costas Constantinou
(1)
,
Catarina Correia
(2)
,
Michel Grangeat
(3)
,
Markus Hähkiöniemi
,
Michalis Livitzis
,
Pasi Nieminen
,
Nikos Papadouris
,
Elie Rached
(4)
,
Natasha Serret
,
Andrée Tiberghien
(5)
,
Jouni Viiri
Christine Harrison
- Fonction : Auteur
Michel Grangeat
- Fonction : Auteur
- PersonId : 11035
- IdHAL : mgrangeat
- ORCID : 0000-0002-1951-6547
- IdRef : 029454441
Markus Hähkiöniemi
- Fonction : Auteur
Michalis Livitzis
- Fonction : Auteur
Pasi Nieminen
- Fonction : Auteur
Nikos Papadouris
- Fonction : Auteur
Elie Rached
- Fonction : Auteur
- PersonId : 754791
- IdHAL : elie-rached
- ORCID : 0000-0002-1371-8965
- IdRef : 190259590
Natasha Serret
- Fonction : Auteur
Andrée Tiberghien
- Fonction : Auteur
- PersonId : 172249
- IdHAL : andree-tiberghien
- ORCID : 0000-0001-8471-1245
- IdRef : 055387764
Jouni Viiri
- Fonction : Auteur
Résumé
Inquiry activities generate rich opportunities for STEM learning and for assessment. When teachers pay attention to assessment information collected during the course of learning, they are able to interpret and make decisions about such assessment data in a timely fashion that can drive future planning and support student learning, for example through feedback. This chapter focuses on how classroom talk can generate evidence of learning and how teachers can utilise this to enable assessment to guide inquiry learning. It looks at several vignettes from different countries of on-the-fly interactions in inquiry settings and unpacks how teachers organised, facilitated and assessed learning in inquiry classrooms. Finally, the chapter considers opportunities, dilemmas and constraints that occurred as teachers attempted to integrate on-the-fly assessment into their existing assessment classroom practices.
Domaines
LinguistiqueFormat du dépôt | Notice |
---|---|
Type de dépôt | Chapitre d'ouvrage |
Titre |
en
Assessment On-the-Fly: Promoting and Collecting Evidence of Learning Through Dialogue
|
Résumé |
en
Inquiry activities generate rich opportunities for STEM learning and for assessment. When teachers pay attention to assessment information collected during the course of learning, they are able to interpret and make decisions about such assessment data in a timely fashion that can drive future planning and support student learning, for example through feedback. This chapter focuses on how classroom talk can generate evidence of learning and how teachers can utilise this to enable assessment to guide inquiry learning. It looks at several vignettes from different countries of on-the-fly interactions in inquiry settings and unpacks how teachers organised, facilitated and assessed learning in inquiry classrooms. Finally, the chapter considers opportunities, dilemmas and constraints that occurred as teachers attempted to integrate on-the-fly assessment into their existing assessment classroom practices.
|
Auteur(s) |
Christine Harrison
, Costas Constantinou
1
, Catarina Correia
2
, Michel Grangeat
3
, Markus Hähkiöniemi
, Michalis Livitzis
, Pasi Nieminen
, Nikos Papadouris
, Elie Rached
4
, Natasha Serret
, Andrée Tiberghien
5
, Jouni Viiri
1
Communications Engineering Group
( 71061 )
- Electronic, Electrical and Computer Engineering University Of Birmingham Edgbaston Birmingham B152TT
- Royaume-Uni
2
LAMBE -
Laboratoire Analyse et Modélisation pour la Biologie et l'Environnement
( 1061630 )
- Bât. Mapertuis 1° étage bd François Mitterrand 91025 EVRY CEDEX
- France
3
LaRAC -
Laboratoire de Recherche sur les Apprentissages en Contexte
( 537487 )
- Université Grenoble Alpes, Bâtiment BSHM, Aile C, 1251 Avenue Centrale, 38400 Saint-Martin-d'Hères
- France
4
STEF -
Sciences Techniques Éducation Formation
( 232 )
- ENS Cachan - Bâtiment Cournot - 61 avenue du Président Wilson - 94235 Cachan cedex
- France
5
ICAR -
Interactions, Corpus, Apprentissages, Représentations
( 51028 )
- 5, av Pierre Mendès-France 69676 BRON CEDEX
- France
|
Langue du document |
Anglais
|
Titre de l'ouvrage |
Transforming Assessment
|
Vulgarisation |
Non
|
Audience |
Internationale
|
Date de publication |
2018-10-14
|
Volume |
4
|
Page/Identifiant |
83-107
|
URL éditeur |
https://link.springer.com/chapter/10.1007/978-3-319-63248-3_4
|
Projet(s) ANR |
|
Domaine(s) |
|
Éditeur commercial |
|
Éditeur scientifique |
|
Collaboration/Projet |
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