Toward a Systematic Evidence-Base for Science in Out-of-School Time: The Role of Assessment

Analyzes the tools used in assessments of afterschool and summer science programs, explores the need for comprehensive tools for comparisons across programs, and discusses the most effective structure and format for such a tool. Includes recommendations

An inquiry based instructional planning model that accommodates student diversity

The students in today’s public school classrooms represent great diversity and the struggle of teachers to teach all their students well. This paper describes an inquiry based instructional planning model that reflects lessons from the literature on effective teaching for diverse classrooms. An example of a high school lesson exemplifies the model. The model includes a framework for planning supports for students with extraordinary learning challenges

Technical and didactic knowledge of the moodle LMS in Higher Education: beyond functional use

Higher education institutions at the international level have seen the need to adopt and integrate information and communication technologies to meet the opportunities and challenges of innovation in teaching and learning processes. This logic has led to the implementation of virtual learning environments called ‘Learning Management Systems’, the functionalities of which support flexible and active learning under a constructivist approach. This study measured didactic and technological use of Moodle and its implications in teaching from a quantitative approach by administering a questionnaire to a sample of 640 higher education teachers. Some guiding questions were as follows: Are teachers using the Moodle platform for didactic purposes? What strategies, resources and tools are teachers using, and what do they contribute to student-centred teaching? Are teaching strategies that are focused on collaboration, interaction and student autonomy promoted? The results coincide with those of other studies, confirming an instrumental and functional use of the platform, which is mainly being used as a repository for materials and information, while its pedagogical use remains limited. This is becoming a problem in higher education institutions, something that requires debate and reflection from a systemic perspective on the adoption and integration of technology in the classroo

A case study of effective practice in mathematics teaching and learning informed by Valsiner’s zone theory

The characteristics that typify an effective teacher of mathematics and the environments that support effective teaching practices have been a long-term focus of educational research. In this article we report on an aspect of a larger study that investigated ‘best practice’ in mathematics teaching and learning across all Australian states and territories. A case study from one Australian state was developed from data collected via classroom observations and semi-structured interviews with school leaders and teachers and analysed using Valsiner’s zone theory. A finding of the study is that ‘successful’ practice is strongly tied to school context and the cultural practices that have been developed by school leaders and teachers to optimise student learning opportunities. We illustrate such an alignment of school culture and practice through a vignette based on a case of one ‘successful’ school

Educational Assessment in Emerging Areas of Design: Toward the Development of a Systematic Framework Based on a Study of Rubrics

This paper presents a formative study that investigates the perceived effectiveness of rubrics as assessment tools by communication and industrial design educators and first year design students in the context of a design studio. The project is motivated by the increasing challenge of assessing subjective and intangible attributes that are associated with the teaching of emerging areas in design, and society’s growing need for measurable results. The goal of this project is to shed light on the perceived successes and failures of a specific assessment tool, known as a rubric, and use this information to improve students’ and educators’ understanding, value, and use of assessment tools. Based on the characteristics of the emerging design landscape, this paper argues the importance of assessments and the need for their improvement. It explains the construction of three assessment forms that are based on successful models used in other disciplines. This paper describes how the forms were used throughout the semester to provide an overview of course objectives and assess individual projects. It explains the contents of a questionnaire and describes how it was used at the end of the semester to evaluate students’ perceptions of the assessments forms. Feedback gained from the instructors indicated that rubrics were not more efficient than other forms of assessment but did aid the assessment of intangibles and did not reduce students’ creativity. The results of the questionnaire showed that students perceived the attributes of rubrics more positively than other forms of assessment but still favoured handwritten comments. These findings informed the proposal of a set of considerations that should be taken into account when creating assessment forms for use in classrooms that focus on emerging areas of design. They describe the importance of personal comments, clear terminology, a planned introduction of the tool, and an open-mind. Keywords: Rubrics; Assessment; Evaluation; Pedagogy; Education; Learning; Feedback.</p

Developing Point of Learning : an innovative approach to enhancing professional learning

In this paper we: * expand upon some of the issues with current approaches used in the development and assessment of professional practice, * outline the current emphasis upon a life of learning and why we need a new approach to assessment that enhances the development of professional practice, * introduce and provide a brief overview of Point of Learning (PoL) – a new approach that builds upon our growing understanding of learning and takes advantage of the power of digital technology, * explain how PoL overcomes problems with existing approaches, * develop the theoretical underpinning for this new approach and * present the overarching structure in which this new model can be developed. This is illustrated with an example from the schools sector – though it is important to remember that PoL is applicable to any professional development context

Quality assessment by science teachers: Five focus areas

In order to teach science well, science teachers need to know what to focus on in order to ensure their assessment of student learning is meaningful and useful for the students’ on going learning and development. The diversity and range of content and skills within the subject of science mean that the assessment capabilities required by science teachers are wide ranging and complex, requiring specialist knowledge and skills in the assessment of science learning as part of the teachers’ pedagogical content knowledge (PCK). Based on a review of the literature this paper proposes a framework for quality assessment in science which focuses on five areas: teaching, students, evidence of learning, future decision-making and impact. This paper advocates a concurrent consideration of all five areas of the framework to provide a substantial, rich, broad, rigorous quality assessment approach on which teachers and students can base teaching and learning

Student Perceptions of Secondary Science Teachers’ Practices Following Curricular Change

Inquiry-based teaching has emerged as a highly valued strategy in science education. In Portugal, the science curriculum has been redesigned in order to promote such teaching. This implies substantial change in teacher practice. It is therefore important to understand students’ perceptions of teacher practice. Aim: In this study, we describe student perception of teacher practices and look for associations between the perceptions and student motivation. Method: Three low-achieving, secondary-level science classes were studied. Motivation was measured by two scales (Intrinsic and Extrinsic); Perceptions were measured in four dimensions. Results: Significant associations (p < .05) were observed between intrinsic motivation and (a) Perception of the use of Laboratory Work; (b) Perception of Science-Technology-Society and (c) Perceived Student Autonomy. No association was noted between intrinsic motivation and the Perception of Teacher as Facilitator. Conclusions: Results are generally consistent with previous literature. Teacher professional development lags behind curricular change. Teachers require new conceptions of assessment.Projeto financiado pelo CIEFCU