ASSIST-ME Assess Inquiry in Science, Technology and Mathematics Education, Jens Dolin

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Department of Science Education

ASSIST-ME Assess Inquiry in Science, Technology and Mathematics Education.

http://assistme.ku.dk/

Jens DolinProfessor, Head of Department of Science EducationASSIST-ME coordinator

2nd Scientix Conference 26 October 2014

What’s the problem?

1. Increasing demand for inquiry and generic competences.

2. The predominant assessment and evaluation forms are not able to capture these new goals.

3. The assessment forms have a deciding influence on teaching.

4. We need to develop and implement new assessment methods able to measure advanced STM competences.

5. We need knowledge of what hinders and promotes uptake of competence oriented assessment methods

6. We need political awareness of these problems and policy involvement in solutions.


2nd Scientix Conference 26 October 2014Dias 2



The overall aim of ASSIST-ME is to provide a research base on effective uptake of formative and summative assessment for inquiry-based, competence oriented Science, Technology and Mathematics (STM) education in primary and secondary education in different educational contexts in Europe and to use this research base to give policy makers and other stakeholders guidelines for ensuring that assessment enhances learning in STM education.

Phase 3WP6 & WP7

Phase 2WP 4 & WP5

Phase 1WP2 & WP3

Synthesize existing research on assessment, defining goal variables for STM teaching, and identifying and categorizing Europe’s educational cultures

Design assessment methods using formative and summative approaches

Implement the assessment methods in different educational cultures. Sum up the results in a synthesis.

Validate and share results with different stakeholders and expert groups to produce an assessment transformation package

Develop guidelines and communicate with policy makers and stakeholders

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Participant No.

Participant organisation name Acronym Country

1 University of Copenhagen, Department of Science Education (Coordinator)

UCPH Denmark

2 University of Kiel, Leibniz Institute for Science and Mathematics Education

IPN Germany

3 University of Cyprus, Department of Educational Sciences, Learning in Science Group

UCY Cyprus

4 Fachhochschule Nordwestschweiz, Pädagogische Hochschule, Centre for Science and Technology Education

FHNW Switzerland

5 Centre National de la Recherche Scientifique, Lyon, ICAR, ENS Lyon

CNRS France

6 King's College London, Department of Education & Professional Studies

KCL UK

7 University of Jyväskylä, Department of Teacher Education

JYU Finland

8 University Joseph Fourier Grenoble 1, Teacher Education Institute, Educational Science Laboratory

UJF France

9 University of South Bohemia JU Czech Republic

10 Pearson Education International PEI UK

Collaborative research project Jan 2013 – Dec 20162nd Scientix Conference 26 October 2014Dias 4

Stakeholder Panels and Local Working Groups



Teaching

PolicyResearch

Mutual respectUseful, joint research

Meaningful communication

Change

The collaboration is managed through National Stakeholder Panels with representatives from industry, ministry, heads’ association, teachers’ association, media, Parliament, foundations etc.

and through Local Working Groups (3 in each country) app. 20 teachers teamed up with 2 researchers

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The overall goal is to change (the conditions for) practice. In order to make this possible, research and implementation take place in close collaboration between researchers, teachers and policy makers.

Finding key stake holders



The Danish stakeholder network



The research questions



1. What are the main challenges related to the uptake of formative assessment in the daily practices in science, technology and mathematics in primary and secondary schools in different European educational systems?

2. What changes are needed in summative assessment practices?

3. How can formative and summative assessment methods including use of ICT be used together to promote learning in inquiry-based STM teaching?

4. How can research-based strategies for the use of formative/summative assessment be adapted to various European educational traditions to ensure their use and avoid hindrances?

Steps in establishing a competence assessment


1. Define the competenceUse expressions known by teachers

2. Describe a progression in the competenceIf possible following a generic taxonomi like the Bloom or SOLO taxonomi using subject specific words

3. Operationalize the steps in the progressionDefine criteria for each step so it is clear when you fulfill the criteria and when you don’t

4. Design assessment methods able to measure each stepDifferent steps might need different methods.

5. Implement the assessment method in different classroomsTest for validity and reliability

6. Adjust the criteria


Four assessment methods and six competences


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In ASSIST-ME we have chosen four assessment methods:

•Questioning and other interactions on the fly•Marking (Grading and Feedback)•Student Peer and Self-Assessment•Structured Classroom Dialogue

and six competences:

•Empirical investigations in science •Problem solving in mathematics•Design in technology•Argumentation•Modeling•Innovation

We see the last three competences as generic, in the sense that they can be acquired in all three subjects.


The Structured Classroom Dialogue

Institut for Naturfagenes Didaktik

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Fra: Torben Spanget 2004

5 min. dialogue between teacher and one student

5 min. peer and whole class dialogue

followed by


A structured dialogue around a subject specific issue

Research Theme 4: What support do teachers need in order to interpret formative assessment data and provide productive feedback for IBSTME (e.g. what types of rubrics)?

RQ: To what extent can a specially designed tool help teachers (a) process student students’ planning and applying investigations so as to identify possible difficulties they encounter and (b) produce individualized feedback that acknowledges what students have accomplished and suggests productive next steps for learning?

Enactment of t eachin g

plan

Written feedback (supported by a specially designed tool)

Investigation – Written feedback

Coding of the feedback: to what extent did the teacher provide valid and productive feedback

Evaluation of the potential of the tool to support the teacher (and the learning process)Identification of refinementImplications for CPD…

Scope: 1.2. What systemic support measures and what tools do teachers need in order to integrate formative assessment of student learning in their classroom practice?

2nd Scientix Conference 26 October 2014 Department of Science Education 12

Student Teacher LWG Project

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(written) feedback

(written) feedback

(written) feedback

1

1

1

23

2 3

23

Teacher formative feedback template LWG Teacher formative feedback template

Research levels in ASSIST-ME(Assessment method: Written feedback)

Research data on a national level Research data on EU level



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The next 1½ year


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We will have three rounds of implementation of assessment methods, each lasting four months.


Participating teachers and a control group will fill in a questionnaire in the beginning, midway and at the end of the implementation process.

At the end of each implementation round data will be processed and analyzed and discussed with teachers and national stakeholders.