Inquiry Project Annotated Bibliography
Inquiry Project: How do we form, use, and design formative and summative assessment for inquiry, and how do we turn that into final grades?
Annotated Bibliography:
Annotated Bibliography:
British Columbia Ministry of Education. (n.d).
Classroom assessment & reporting. Retrieved from https://curriculum.gov.bc.ca/assessment/classroom-assessment-and-reporting
· These
documents outline frameworks for how assessment should be formed to synthesize
with the new curriculum according to the Ministry. They outline Ministry
expectations and standards of assessment.
European Union, European Commission for Research and Innovation. (2016) Assess
Inquiry in Science, Technology and Mathematics Education. Denmark: University of Copenhagen.
Retrieved from https://assistme.ku.dk/
· The
thorough research project conducted in 8 countries through the European
Commission provided a detailed overview of formative assessment methods and
their consequences, usefulness, and focus in the classroom. The detailed
results in classrooms looked at both the teacher and student perspective.
· This
article discusses the cognitive and metacognitive benefits of inquiry
education, but also inquiry-assessment. The authors discuss how assessment
techniques can be used to promote student’s understanding and awareness of
their learning, more so than a simple examination grade. This perspective
informs our focus of summative assessment and the way we use our assessment.
Grob, R., Holmeier, & M., Labudde, P.: Formative assessment to support
students’ competences in inquiry-based science education. Interdisciplinary
Journal of Problem-Based Learning, 11(2). https://doi.org/10.7771/1541-5015.1673
·
This
article looks at formative assessment from the teacher’s perspective and
outlines different challenges raised by teachers in implementing formative
assessment and possible useful support structures. It helps give a broader
picture of formative assessment and the realities of using it in a classroom.
Harlen, W. (2013). Inquiry-based learning in
science and mathematics. Review of Science, Mathematics, and ICT Education,
7(2), 9-33. https://doi.org/10.26220/rev.2042
· This
article covers the benefits of inquiry, as well as the uses of formative and
summative assessment. Of specific interest, the article discusses the
difficulties in traditional summative assessment of inquiry-based learning and
provides alternatives.
Rokos, L., Zavodska, R., Petr, J., & Papacek, M. (2016). Formative assessment
methods in biology education: pedagogical study at primary school in the Czech
Republic. Bulletin of the South Ural State University. Ser. Education.
Educational Sciences, 8(4), 94-99. doi: 10.14529/ped160413
· The research looks at the real-world
student response to peer and teacher formative assessment. This helps inform
how we utilize and design formative assessment to be of best use to our
students.
Schimmer, T. (2019, November). Assessment implications
of the B.C. curriculum (Part 1). Assessment Workshop with Tom Schimmer
November 8th. Talk presented at 2019 Vancouver School District Professional
Development, Vancouver, Canada.
· The
Pro-D presentation covered detailed descriptions of how to implement
inquiry-based formative assessment in line with the BC curriculum. The
presentation covered the curricular competencies, formative and summative
assessment types, and the design of assessment.
Vancouver School Board. (November 6, 2019). Guiding
principles of assessment. Retrieved November 21, 2019, from https://www.vsb.bc.ca/site/csl/assessment/Pages/Guiding-Principles-of-Assessment.aspx
· The
guiding principles, designed by a Vancouver School Board committee outline the
purpose and values of assessment, aligning with the new curriculum, as well as
the balance between formative and summative assessment.
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