Context-based assessment: Creating opportunities for resonance between classroom fields and societal fields

Bellocchi, Alberto, King, Donna T., & Ritchie, Stephen M. (2016) Context-based assessment: Creating opportunities for resonance between classroom fields and societal fields. International Journal of Science Education, 38(8), pp. 1304-1342.

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Abstract

There is on-going international interest in the relationships between assessment instruments, students’ understanding of science concepts and context-based curriculum approaches. This study extends earlier research showing that students can develop connections between contexts and concepts – called fluid transitions – when studying context-based courses. We provide an in-depth investigation of one student’s experiences with multiple contextual assessment instruments that were associated with a context-based course. We analyzed the student’s responses to context-based assessment instruments to determine the extent to which contextual tests, reports of field investigations, and extended experimental investigations afforded her opportunities to make connections between contexts and concepts. A system of categorizing student responses was developed that can inform other educators when analyzing student responses to contextual assessment. We also refine the theoretical construct of fluid transitions that informed the study initially. Implications for curriculum and assessment design are provided in light of the findings.

Impact and interest:

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ID Code: 95598
Item Type: Journal Article
Refereed: Yes
Keywords: Context-based, Assessment, Chemistry, Extended investigations, Science Inquiry, contextual assessment, Science education, context based learning, authentic, examinations, tests, fluid transitions
DOI: 10.1080/09500693.2016.1189107
ISSN: 0950-0693
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Curriculum and Pedagogy Theory and Development (130202)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Science Technology and Engineering Curriculum and Pedagogy (130212)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Education Assessment and Evaluation (130303)
Divisions: Current > Schools > School of Teacher Education & Leadership
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2016 Taylor & Francis
Copyright Statement: The Version of Record of this manuscript has been published
and is available in International Journal of Science Education, 26 May 2016, http://www.tandfonline.com/10.1080/09500693.2016.1189107
Deposited On: 16 May 2016 23:01
Last Modified: 15 Sep 2016 15:27

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