Formative Assessment Strategies by Monitoring Science Students’ Problem-Solving Skill Development

被引:0
作者
Frits F. B. Pals
Jos L. J. Tolboom
Cor J. M. Suhre
机构
[1] University of Groningen,
[2] SLO,undefined
[3] Netherlands Institute for Curriculum Development,undefined
来源
Canadian Journal of Science, Mathematics and Technology Education | 2023年 / 23卷
关键词
Secondary science education; Formative assessment; Problem solving; Cognition; Diagnostic assessment; Mastery-oriented instruction;
D O I
暂无
中图分类号
学科分类号
摘要
To be able to support students’ competence development in solving physics problems over the course of a lesson series effectively, teachers need a proper appreciation of students’ deficiencies. As teachers commonly assess students’ competence by means of written tests, teachers are challenged to interpret students’ work on these tests and to intervene when some students fail to understand the proper application of solution methods in different contexts. This paper evaluates a formative assessment practice where teachers have been instructed to pinpoint students’ level of understanding of kinematics problems by means of a cognitive diagnostic instrument and to provide personalized hints that match students’ current level of understanding. The study is novel in this sense that the assessment of written tests results of students’ problem solving is not expressed in grades and pass rates, but in terms of cognitive level of understanding. The results show that teachers can determine and monitor shifts of performance of students’ cognitive level of understanding by using this instrument. Second, the results indicate that among students with low initial results, the group that received sufficient feedback via sticky notes made significantly more progress in solving problems than the group that did not receive feed forward on sticky notes. Third, the timing of feedback in the form of sticky notes did not affect on students’ progress in achieving mastery at the end of the instruction period. Our conclusion of this study is: Cognition develops through levels and tiers and support is essential to move to the Zone of Proximal Development. Subsequently, we evaluate group and subgroup implications for didactic interventions and propose suggestions for further investigations.
引用
收藏
页码:644 / 663
页数:19
相关论文
共 78 条
[1]  
Abbasian M(2016)Dynamic Assessment: Review of Literature International Journal of Modern Language Teaching and Learning. 1 116-120
[2]  
Alonzo AC(2018)An argument for formative assessment with science learning progressions Applied Measurement in Education. 31 104-112
[3]  
Anderson TR(2007)Bridging the Gap; Bridging the Educational Research-Teaching Practice Gap; The power of assessment Biochemistry and Molecular Biology Education. 35 471-477
[4]  
Bao L(2019)Physics education research for 21th century learning Disciplinary and Interdisciplinary Science Education Research. 1 1-12
[5]  
Koenig K(2009)Developing the theory of formative assessment Educational, Assessment, Evaluating and Accountability. 21 5-31
[6]  
Black P(1981)Categorization and Representation of Physics Problems by Experts and Novices Cognitive Science A Multidisciplinary Journal. 5 121-152
[7]  
William D(1987)The effects of schema acquisition and rule automation on mathematical problem-solving transfer Journal of Educational Psychology 79 347-362
[8]  
Chi MTH(1980)A theory of cognitive development: The control and construction of hierarchies of skills Psychological Review 87 477-531
[9]  
Feltovic PJ(2013)Longitudinal Pathways from Math Intrinsic Motivation and Achievement to Math Course Accomplishments and Educational Attainment Journal of Research on Educational Effectiveness. 6 68-92
[10]  
Glaser R(2015)Using video to examine formative assessment practices as measures of expertise for mathematics and science teachers International Journal of Science and Mathematical Education. 13 405-423