Transforming Assessment

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 assessment enhances learning.

The book provides insights about:

- The concept of competence within the STM domains and its relevance for education

- The conceptualisation and teaching of four key competences: scientific inquiry, mathematical problem-solving, design processes, and innovation.

- Fundamental aspects of the two main purposes of assessment, formative and summative, the relations between the two purposes and ways of linking them.

- The main challenges related to the uptake of formative assessment in daily teaching-learning practices in STM and specifically, the usability of formative on-the-fly dialogue, structured assessment dialogue, peer assessment and written teacher feedback.

- The systemic support measures and tools teachers need in order to integrate formative assessment of student learning into their classroom practices and how it can conflict with summative assessment practices.

- How research-based strategies for the formative use of assessment can be adapted to various European educational traditions to ensure their effective use and avoid undesirable consequences.

- How relevant stakeholders can be invited to take co-ownership of research results and how a productive partnership between researchers, policy makers, and teachers can be established.



- Concrete research vistas that are still needed in international assessment research.

Aceasta carte prezinta rezultatele unui proiect de cercetare care a investigat metodele de evaluare menite sa sustina si sa imbunatateasca abordarile bazate pe ancheta in educatia stiintifica, tehnologica si matematica europeana (STM). Descoperirile au fost utilizate pentru a influenta factorii de decizie politica cu orientari pentru a se asigura ca evaluarea imbunatateste invatarea. Cartea ofera informatii despre: - Conceptul de competenta in domeniile STM si relevanta sa pentru educatie - Conceptualizarea si predarea a patru competente cheie: cercetarea stiintifica rezolvarea matematica a problemelor, procesele de proiectare si inovarea. - Aspecte fundamentale ale celor doua scopuri principale ale evaluarii, formativ si sumativ, relatiile dintre cele doua scopuri si modalitati de a le lega. - Principalele provocari legate de adoptarea evaluarii formative in practici zilnice de predare-invatare in STM si in mod specific, utilizabilitatea dialogului formativ din mers, dialogul de evaluare structurata, evaluarea de la egal la egal si feedbackul scris al profesorilor. - Masurile si instrumentele de sprijin sistemice de care profesorii au nevoie pentru a integra evaluarea formativa a invatarii elevilor in practicile lor de clasa si cum poate intra in conflict cu practicile de evaluare sumativa strategiile bazate pe rch pentru utilizarea formativa a evaluarii pot fi adaptate diferitelor traditii educationale europene pentru a asigura utilizarea lor efectiva si pentru a evita consecintele nedorite. - Cum partile interesate relevante pot fi invitate sa ia coproprietatea rezultatelor cercetarii si modul in care un parteneriat productiv intre cercetatori Pot fi stabiliti factori de decizie politica si profesori. - Perspective concrete ale cercetarii, care sunt inca necesare in cercetarea internationala de evaluare.