Assessment On-the-Fly: Promoting and Collecting Evidence of Learning Through Dialogue

Harrison, Christine; Constantinou, Constantinos P.; Correia, Catarina F.; Grangeat, Michel; Hähkiöniemi, Markus; Livitzis, Michalis; Nieminen, Pasi; Papadouris, Nicos; Rached, Elie; Serret, Natasha; Tiberghien, Andrée; Viiri, Jouni

doi:10.1007/978-3-319-63248-3_4

Cited by 11 publications

(8 citation statements)

References 20 publications

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“…The latter choice may open up a dialogue with or between the students. Examples are given in the book by Black, Harrison, Lee, Marshall, and Wiliam (2003) and in articles by Bell and Cowie (2001), Coffey, Hammer, Levin, and Grant (2011), Chi (2009), Ruiz-Primo and Furtak (2007 and Harrison et al (2017): this last source gives vignettes of classroom discussions in four European countries. Such development of dialogue in which students are engaged can be a fundamental contribution to their learning.…”

Section: Assessment As An Intrinsic Part Of Classroom Activitymentioning

confidence: 99%

Helping students to become capable learners

Black

2018

Euro J of Education

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The main aim of this article is to argue that the need for teachers and their schools to prepare their students for life beyond their schooldays must be met by requiring teachers themselves to both achieve this aim and produce the evidence of their students' capability as learners. In so doing, they must change their classroom teaching from a focus on transmission of content knowledge to the active involvement of students in open-ended and collaborative learning.Achievement of this aim requires that some specific features of pedagogy be implemented in classrooms. In order to do this, teachers will have to develop the linked skills of design of activities, of guidance of students' progress, of the adaptation of the design through teacherstudent and student-student interaction, and of making assessments at the many stages of implementation and as a final summation of achievement. So a secondary aim of this article is to review the evidence for work which has studied the development of these skills with and by teachers.

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Section: Assessment As An Intrinsic Part Of Classroom Activitymentioning

confidence: 99%

Helping students to become capable learners

Black

2018

Euro J of Education

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“…Introducing scientific inquiry and formative assessment both requires a considerable change in pedagogy (Rönnebeck et al, 2018). Formative assessment approach to teaching and learning fits well with an inquiry-based approach where the teacher's role is more about mediating the learning rather than directing the students along a specific route (Harrison et al, 2018). Students often need help in inquiry process and formative assessment helps students express their opinions and test them meticulously (Harlen, 2006).…”

Section: Introductionmentioning

confidence: 99%

Examination of Effects of Embedding Formative Assessment in Inquiry-Based Teaching on Conceptual Learning

Koksalan,

Ogan-Bekiroglu

2024

Sci Insights Educ Front

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Scaffolding in learning and teacher guidance during inquiry can be attained by formative assessment, which needs to be built into every stage of inquiry. Investigation of the effects of embedded formative assessment in inquiry-based learning on students’ conceptual understanding was the aim of this study. Mixed method experimental research design including quantitative and qualitative data collection methods was used for this study. The participants were 41 students, who were in tenth grade of a suburban public high school. The study reached the following conclusions. First, formative assessment combined with inquiry-based teaching serves as a catalyst for students’ conceptual learning and elevates effects of inquiry. Second, eliciting evidence of learning and feedback may be the primary stages of formative assessment in accelerating student learning and supporting student knowledge development. This study suggests that assessment should be done when teaching continuous and teachers need to adopt formative assessment while performing inquiry-based teaching.

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“…In relation to matters that occur in the classroom during task solving, this contribution mainly addresses two of the levels: the one that focuses on the task that the students are solving, and the one that focuses on the processes used by students to complete the task. In case of peerassessment, the quality of the feedback is strongly connected to the extent of students' understanding of the assessed topic (Le Hebel et al, 2018); in case of on-the-fly assessment, the quality depends on teacher's ability to notice specific solutions, problems or innovative approaches and on their willingness to initiate conversations (Harrison et al, 2018).…”

Section: Formative Assessmentmentioning

confidence: 99%

Investigating the Variety and Usualness of Correct Solution Procedures of Mathematical Word Problems

Samková

2020

ERIES Journal

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The contribution focuses on issues related to the implementation of formative assessment methods into inquiry based teaching, by means of issues related to solving twelve multiple-step arithmetic word problems based on operations with natural and rational numbers. These word problems have multiple correct solution procedures and the presented qualitative exploratory empirical study investigates how varied and how usual might be correct solution procedures provided by diverse groups of solvers -future primary school teachers attending diverse university mathematics courses of diverse forms and/or time extent. According to written data collected from 149 solvers, six notions are introduced in the paper: majority, minority and even solution procedures, and majority, minority and mixed solvers. Issues regarding minority solvers are recognized as an important element for implementing formative assessment methods. All the six notions are illustrated in the paper by samples of solution procedures and diagrams of relative frequency. Implications are given for formative assessment within any kind of education involving multiple-step word problems, regardless of the extent of implemented inquiry.

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Assessment On-the-Fly: Promoting and Collecting Evidence of Learning Through Dialogue

Cited by 11 publications

References 20 publications

Helping students to become capable learners

Helping students to become capable learners

Examination of Effects of Embedding Formative Assessment in Inquiry-Based Teaching on Conceptual Learning

Investigating the Variety and Usualness of Correct Solution Procedures of Mathematical Word Problems

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