Evaluar la alfabetización científica en el programa de la OECD para la evaluación internacional de estudiantes (PISA)

Este trabajo se refiere a qué se está evaluando y por qué, en el Programme for International Student Assessment (PISA) conducido por la OECD. El trabajo se ocupa de las razones para el programa y considera la definición de alfabetización científica que subyace a los materiales de evaluación, cómo se pone ésta en acción en el enfoque y los materiales de evaluación, y la forma en que se difundirán los resultados.This presentation concerns what is being assessed, and why, in the OECD Programme for International Student Assessment (PISA). The paper deals with the reasons for the programme and considers the definition of scientific literacy which underpins the test materials, how it is played out in the test approach and the form in which the results are to be reported

Les réformes du programme de sciences dans les écoles primaires du Royaume-Uni

Le curriculum de l’enseignement primaire est en cours de rénovation au Royaume-Uni. La réforme porte sur son cadre général et sur la façon dont la science y est incluse. L’article s’intéresse principalement aux évolutions en Angleterre, en faisant toutefois référence aux changements de curriculum au Pays de Galles, en Écosse et en Irlande du Nord. L’article aborde dans un premier temps le contexte du National Curriculum actuel en Angleterre, dans lequel la science est une matière obligatoire depuis le début des années 1990. De nombreux faits, en particulier l’impact négatif des tests nationaux, ont accru la pression sur les enseignants, rendant nécessaire la révision des programmes du primaire et conduisant à deux processus de réforme parallèles en 2008-2009. Bien que partageant de nombreuses analyses, notamment particulier en matière pédagogique, ces deux projets de réforme présentent des différences qui mettent en évidence des questions cruciales pour l’enseignement des sciences.The primary school curriculum in the United Kingdom is currently undergoing an extensive overhaul. Both the overall framework and the part science has to play in it are being reformed. While the article’s main focus is on changes underway in England, it also refers to curriculum changes in Wales, Scotland and Northern Ireland. It begins by looking at the background to England’s current National Curriculum, in which science has been a compulsory subject since the early 1990s. Many factors, and in particular the negative impact of national tests, put teachers under increasing pressure, necessitating a revision of primary programmes and leading to two, parallel reform processes in 2008-2009. Though based on a good many of the same analyses, especially with regard to pedagogical aspects, the two reform projects differ in ways that bring out crucial questions for the teaching of science.Reino Unido está renovando actualmente su programa de enseñanza primaria. La reforma versa sobre su marco general y la forma en la que se introduce en él la ciencia. El artículo se centra principalmente en las evoluciones registradas en Inglaterra, haciendo referencia, no obstante, a los cambios de programas en el País de Gales, Escocia y en Irlanda del Norte. Primeramente, el artículo aborda el contexto del National Curriculum actual de Inglaterra, en el que la ciencia constituye una asignatura obligatoria desde principios de los años 1990. Muchos hechos, y concretamente, el impacto negativo de las pruebas nacionales, acentuaron la presión ejercida en los profesores, exigiendo por ello la revisión de los programas de primaria e implicando dos procesos de reforma paralelos en 2008-2009. Pese a compartir muchos análisis, concretamente en materia de pedagogía, ambos proyectos de reforma presentan diferencias que ponen de manifiesto una serie de puntos cruciales de cara a la enseñanza de las ciencia

Udvikling og evaluering af undersøgelsesbaseret undervisning

Originaltitel: EVALUATING INQUIRY-BASED SCIENCE DEVELOPMENTS – A PAPER COMMISSIONED BYTHE NATIONAL RESEARCH COUNCIL IN PREPARATION FOR A MEETING ON THE STATUS OF EVALUATIONOF INQUIRY-BASED SCIENCE EDUCATION. Artiklen er oversat af redaktionen. Den bringes hermed forfatterens tilladelse. Originalen kan ses på http://www7.nationalacademies.org/bose/wharlen_inquiry_mtg_paper.pd

A Systematic Review of the Evidence of Reliability and Validity of Assessment by Teachers Used for Summative Purposes

First paragraph: The reason for proposing this review resulted from the work of the Assessment Reform Group (ARG) over several years and the more recent reviews conducted by the Assessment and Learning Research Synthesis Group (ALRSG), whose members include all the members of ARG. The review of classroom assessment initiated by ARG, and carried out by Black and Wiliam (1998), indicated that assessment used for formative purposes benefits teaching and learning, and raises standards of student performance. However, the ALRSG review, A systematic review of the impact of summative assessment and tests on students' motivation for learning, showed that high stakes tests can have a negative impact on students' motivation for learning and on the curriculum and pedagogy. But, summative assessment is necessary and serves important purposes in providing information to summarise students' achievement and progress for their teachers, parents, the students themselves and others who need this information. To serve these purposes effectively, summative assessment should interfere as little as possible with teaching methods and the curriculum and, importantly, should reflect the full range of learning outcomes, particularly those needed for continued learning and for learning how to learn

A Systematic Review of the Impact of Summative Assessment and Tests on Students’ Motivation for Learning

First paragraph: The current widespread use of summative assessment and tests is supported by a range of arguments. The points made include that not only do tests indicate standards to be aimed for and enable these standards to be monitored, but that they also raise standards. Proponents claim that tests cause students, as well as teachers and schools, to put more effort into their work on account of the rewards and penalties that can be applied on the basis of the results of tests. In opposition to these arguments is the claim that increase in scores is mainly the consequence of familiarization with the tests and of teaching directed specifically towards answering the questions, rather than developing the skills and knowledge intended in the curriculum. It is argued that tests motivate only some students and increase the gap between higher and lower achieving students; moreover, tests motivate even the highest achieving students towards performance goals rather than to learning goals, as required for continuing learning

A Systematic Review of the Evidence of the Impact on Students, Teachers and the Curriculum of the Process of Using Assessment by Teachers for Summative Purposes

First paragraph: The ALRSG was created as one of the first wave of the Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre) Review Groups in 2000 and undertook its first review from February 2001 to January 2002. This was entitled 'A systematic review of the impact of summative assessment and testing on students' motivation for learning' and was published in the Research Evidence in Education Library (REEL) in 2002 (Harlen and Deakin Crick, 2002). The second review, conducted from February 2002 to January 2003, was concerned with the impact on students and teachers of the use of Information and Communication Technologies (ICT) for assessment of creative and critical thinking skills, and was published on REEL in 2003 (Harlen and Deakin Crick, 2003a)

A Systematic Review of the Impact on Students and Teachers of the Use of ICT for Assessment of Creative and Critical Thinking Skills

First paragraph: The review reported here was prompted by the rapid changes associated with the ‘information age’. New technologies have created both the need for education toprovide students with what are described as ‘higher level thinking skills’ and the opportunity to teach and assess these skills. There is also evidence from two previous reviews of assessment (Harlen and Deakin Crick, 2002; Black and Wiliam, 1998) that, on the one hand, what is assessed for summative purposes is what is valued in the curriculum, and, on the other hand, that formative assessment of what is taught leads to improved learning. It follows that, if valued goals of education are to be taught effectively, they need to be assessed effectively for both formative and summative purposes. The reported neglect of creative and critical thinking in assessment (Harlen and Deakin Crick, 2000) is therefore a cause for concern, given the prominence it is accorded in currentdiscussion of the education that students need in preparation for life in a rapidly changing society and for life long learning

Evaluar la alfabetización científica en el programa de la OECD para la evaluación internacional de estudiantes (PISA)

Este trabajo se refiere a qué se está evaluando y por qué, en el Programme for International Student Assessment (PISA) conducido por la OECD. El trabajo se ocupa de las razones para el programa y considera la definición de alfabetización científica que subyace a los materiales de evaluación, cómo se pone ésta en acción en el enfoque y los materiales de evaluación, y la forma en que se difundirán los resultados.This presentation concerns what is being assessed, and why, in the OECD Programme for International Student Assessment (PISA). The paper deals with the reasons for the programme and considers the definition of scientific literacy which underpins the test materials, how it is played out in the test approach and the form in which the results are to be reported