Four principles for assessing student-directed projects

Brennan, Karen; Blum-Smith, Sarah; Haduong, Paulina

doi:10.1177/00317217211065826

Cited by 3 publications

(1 citation statement)

References 10 publications

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“…Such practices need to allow students to demonstrate their learning through, for example, authentic products requiring decision-making skills and reflection on the process of learning (Dixson & Worrell, 2016). Further research may address how both teachers and facilitators like us can assess such performances as part of context-based curriculum units, for example by drawing on principles for assessing student-driven projects (Brennan et al, 2021).…”

Section: Assessment Unaligned With the Context-based Curriculum Unitmentioning

confidence: 99%

A qualitative study of teachers’ and students’ experiences with a context-based curriculum unit designed in collaboration with STEM professionals and science educators

Kostøl

Remmen

2022

Discip Interdscip Sci Educ Res

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Context-based science teaching aims to increase students’ motivation for science learning by demonstrating the personal and societal relevance of science knowledge and practices. However, designing and implementing context-based science teaching can be challenging for teachers. Moreover, context-based learning can be challenging for students as well. The purpose of this study is to describe the experiences of two science teachers and their 16-year-old students after implementing a context-based curriculum unit designed in collaboration with STEM professionals and facilitated by us – science educators and researchers. The research approach is informed by participatory methods involving collaboration between teachers and us as science educators, with the intention of supporting teachers in developing new teaching practices. Data were collected through three focus group interviews with two teachers and two groups of students (N = 9). The transcripts were analysed by inductive coding combined with a refined, literature-driven analysis. Besides positive influences on students’ learning, we found that the context-based curriculum provided an opportunity for the students to contribute to society, which served as another purpose for learning science than traditional science teaching. However, we discuss some challenges that may have implications for this type of collaboration between teachers, science educators, and STEM professionals: the importance of authenticity, teacher involvement in field trip planning, and misalignment between the curriculum unit and assessment.

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Section: Assessment Unaligned With the Context-based Curriculum Unitmentioning

confidence: 99%