Classroom Assessment in the Service of Integrated STEM Education Reform

Carol L. Stuessy; Luke C. Lyons

Jump to Content

Classroom Assessment in the Service of Integrated STEM Education Reform

in STEM Education 2.0

Autor:innen:

Carol L. Stuessy

Carol L. Stuessy
Search for other papers by Carol L. Stuessy in
Current site
Google Scholar
PubMed

und

Luke C. Lyons

Luke C. Lyons
Search for other papers by Luke C. Lyons in
Current site
Google Scholar
PubMed

Art:: Kapitel

Seiten:: 189–227

DOI:: https://doi.org/10.1163/9789004405400_012

Über Institut einloggen

Sofortzugang erwerben (PDF-Download und unbegrenzter Online-Zugang):

42,00 €35,00 € excl. VAT

Add to Cart

Token einlösen

Abstract

Authors make the claim that carefully designed integrated STEM assessment/learning tasks can be used appropriately to lead teachers away from teacher-directed and towards more student-directed instructional practice. A conceptual framework of activity theory emphasizing “doing is learning” grounds a twelve-step, principled design approach to design performance assessments also serving as models of reformed iSTEM instructional practices. At each step, lesson/assessment designers apply a recursive, revise-and-reflect process to self-assess the appropriateness of teacher-directed strategies in every lesson within the performance task. Appropriateness refers to the activity level at which an individual student can perform a learning task with the help of others. Based on the novelty and complexity of what students will be actively doing with the information centering the learning activity, the designer chooses a teacher’s role to accommodate students’ abilities to cognitively handle the novelty and complexity of the information. Accordingly, designers decide a need for explanation, clarification, prompting, elaboration, or review before and/or during the lesson. While whole-class, teacher-directed instruction can sometimes be the best and most efficient way for students to begin their work with novel or complex information, reform-based designer/practitioners reserve teacher-directed, non-active learning for only these instances. Otherwise, teachers employ instructional strategies that can meet the needs of individual students by encouraging them to actively work on the information with others. These teachers prefer working with students in small groups to identify and address learning difficulties while maintaining as much student-directed activity as possible.

Zitierungsangaben

Save
Cite
Inhalt per Mail versenden

Link teilen

Sie können einen Link zu dieser Seite per E-Mail senden:
Inhalt per Mail versenden
oder den Link direkt kopieren:

https://brill.edhh.ma/abstract/book/edcoll/9789004405400/BP000012.xml
Der Link wurde nicht kopiert. Ihr aktueller Browser unterstützt das Kopieren über diese Schaltfläche möglicherweise nicht.

Link wurde kopiert

Reduzieren
Erweitern
Nach oben

STEM Education 2.0

Myths and Truths – What Has K-12 STEM Education Research Taught Us?

ISBN:: 9789004405400

Verleger:: Brill

Print-Publikationsdatum:: 02 Aug 2019

Front Matter

Foreword

Acknowledgements

Figures and Tables

Notes on Contributors

Chapter 17 Crossing Borders and Stretching Boundaries: A Look at Community-Education Partnerships and Their Impact on K-12 STEM Education

Kennzahlen

	Insgesamt	Letzte 365 Tage	In den letzten 30 Tagen
Aufrufe von Kurzbeschreibungen	586	63	14
Gesamttextansichten	22	0	0
PDF-Downloads	20	0	0

Afrikanistik	Internationale Beziehungen	Nahost- und Islamwissenschaften
Altorientalistik und Ägyptologie	Internationales Recht	Pädagogik
Amerikanistik	Judaistik	Philosophie
Asienwissenschaften	Klassische Altertumswissenschaft	Religionswissenschaft
Bibelauslegung	Kunstgeschichte	Slawistik und Eurasienkunde
Biologie	Literatur- und Kulturwissenschaften	Sozialwissenschaften
Biowissenschaften	Medienwissenschaft	Sprachen und Linguistik
Buchgeschichte und Kartographie	Menschenrechte und humanitäres Völkerrecht	Theologie und Christentum
Geschichte	Musikwissenschaft

Fachgebiete

Autor:innen

Open Access

Produkt-Informationen

Über uns

Kontakt

Classroom Assessment in the Service of Integrated STEM Education Reform

Abstract

Zitierungsangaben

Link teilen

STEM Education 2.0

Myths and Truths – What Has K-12 STEM Education Research Taught Us?

Inhaltsverzeichnis

Kennzahlen

Kennzahlen