A Theoretical Model for Formative Assessment during Inquiry-based Mathematics and Science Education
DOI:
https://doi.org/10.14712/23362189.2020.1836Keywords:
inquiry-based education, formative assessment, interactions, mathematics education, science educationAbstract
The theoretical study presented here focuses on issues related to the interconnection of formative assessment and inquiry-based education in school practice and approaches the issues jointly for mathematics and science subjects (specifically natural history). On the basis of common features of inquiry-based education in both subjects, and using a communication model for describing on-the-fly assessment interactions, we created a new general model designed to describe formative assessment interactions during inquiry-based education. The resulting theoretical model is introduced through a collection of diagrams that generally describe the course of lessons with inquiry tasks from the perspective of formative assessment, and through a newly-established communication model (called the double ESRU model) that aims to code various types of formative assessment interactions. The possibilities offered by the theoretical model are illustrated by detailed analysis of two virtual lessons with an inquiry task; the first lesson is in mathematics, the second in natural history. From the perspective of educational research, the model that is presented offers a tool for detailed apposite analysis of formative assessment during inquiry-based education. From the perspective of teachers and future teachers, the model offers a tool for supporting the implementation of formative assessment and inquiry-based education into their own teaching practice. The visualisation of the interconnection of the two approaches and the independence of the model from the school subject should help to provide an understanding of the possibilities that formative assessment offers for inquiry-based education.
References
Anderson, R. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13(1), 1-12.
https://doi.org/10.1023/A:1015171124982
Artigue, M., & Blomhøj, M. (2013). Conceptualizing inquiry-based education in mathematics. ZDM Mathematics Education, 45, 797-810.
https://doi.org/10.1007/s11858-013-0506-6
Barrows, H. S., & Tamblyn, R. M. (1980). Problem-based learning: An approach to medical education. New York: Springer.
Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the black box: Assessment for learning in the classroom. Phi Delta Kappan, 86(1), 8-21.
https://doi.org/10.1177/003172170408600105
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5, 7-74.
https://doi.org/10.1080/0969595980050102
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. Washington, D. C.: National Academy Press.
Bruner, J. S. (1961). The art of discovery. Harvard Educational Review, 31, 21-32.
Cakir, M. (2008). Constructivist approaches to learning in science and their implication for science pedagogy: A literature review. International Journal of Environmental and Science Education, 3(4), 193-206.
Christie, F. (2002). Classroom discourse analysis: A functional perspective. London: Continuum.
Cross, D., & Lepareur, C. (2015). PCK at stake in teacher-student interaction in relation to students' difficulties. In M. Grangeat (Ed.), Understanding science teachers' professional knowledge growth (s. 47-61). Rotterdam: Sense.
https://doi.org/10.1007/978-94-6300-313-1_4
PMid:26088884
Činčera, J. (2013). Badatelé.cz: evaluační zpráva. Technická Univerzita v Liberci.
Dewey, J. (1938). Logic: The theory of inquiry. New York: Holt.
Dolin, J., & Evans, R. H. (2018). Transforming assessment: Through an interplay between practice, research and policy. Cham: Springer.
https://doi.org/10.1007/978-3-319-63248-3
Dorier, J.-L., & Maaß, K. (2014). Inquiry-based mathematics education. In S. Lerman (Ed.), Encyclopedia of mathematics education (s. 300-304). Dordrecht: Springer.
https://doi.org/10.1007/978-94-007-4978-8_176
Evans, R. H., Ropohl, M., Nielsen, J. A., & Papadouris, N. (2016). Affordances and challenges of written feedback as formative assessment in inquiry-based STEM education. Abstract from NARST Conference, Baltimore, USA.
Harlen, W. (2013). Assessment & inquiry-based science education: Issues in policy and practice. Trieste: Global Network of Science Academies, Science Education Programme.
Hattie, J., & Timperlay, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
https://doi.org/10.3102/003465430298487
Heritage, M. (2007). Formative assessment: What do teachers need to know and do?. Phi Delta Kappan, 89(2), 140-145.
https://doi.org/10.1177/003172170708900210
Hošpesová, A. (2016). Badatelsky orientovaná výuka matematiky na 1. stupni základního vzdělávání. Orbis Scholae, 10(2), 117-130.
https://doi.org/10.14712/23363177.2017.5
Hošpesová, A. (2018). Formative assessment in inquiry-based elementary mathematics. In Kaiser, G. et al. (Eds.), Invited lectures from the 13th International Congress on Mathematical Education (s. 249-268). Cham: Springer.
https://doi.org/10.1007/978-3-319-72170-5_15
Jančaříková, K., & Novotná, J. (2019). Posing good questions - why are good questions posed not always good? In J. Fejfar et al. (Eds.), Proceedings of the 16th International Conference Efficiency and Responsibility in Education 2019 (s. 105-112). Praha: CULS.
Janík, T., Slavík, J., Mužík, V., Trna, J., Janko, T., Lokajíčková, V., ... & Zlatníček, P. (2013). Kvalita (ve) vzdělávání: obsahově zaměřený přístup ke zkoumání a zlepšování výuky. Brno: Masarykova univerzita.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86.
https://doi.org/10.1207/s15326985ep4102_1
Kolb, D. A., & Fry, R. (1975). Toward an applied theory of experiential learning. In C. Cooper (Ed.), Studies of group process (s. 33-57). New York: Wiley.
Kosíková, V., & Černá, K. (2013). Výzkum kvality informační funkce hodnocení ve středoškolské praxi. Pedagogika, 63(3), 372-392.
Laufková, V. (2017). Formativní hodnocení v praxi české základní školy. Pedagogika, 67(2), 126-146.
https://doi.org/10.14712/23362189.2017.424
Leahy, S., Lyon, C., Thompson, M., & Wiliam, D. (2005). Classroom assessment: Minute by minute, day by day. Assessment to Promote Learning, 63(3), 19-24.
Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (s. 95-132). Kluwer Academic Publishers.
Mathan, S. A., & Koedinger, K. R. (2005). Fostering the intelligent novice: Learning from errors with metacognitive tutoring. Educational Psychologist, 40(4), 257-265.
https://doi.org/10.1207/s15326985ep4004_7
Mayer, R. (2004). Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. American Psychologist, 59(1), 14-19.
https://doi.org/10.1037/0003-066X.59.1.14
PMid:14736316
MŠMT (Ministerstvo školství, mládeže a tělovýchovy). (2017). Rámcový vzdělávací program pro základní vzdělávání. Praha: MŠMT. Dostupné z http://www.msmt.cz/file/43792/
NRC (National Research Council). (1996). National science education standards. Washington, DC: National Academy Press.
Nicol, D., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31, 199-218.
https://doi.org/10.1080/03075070600572090
Nocar, D., Polejová, P. & Laitochová, J. (2017). ICT podpora badatelsky orientovaného přístupu ve výuce matematiky na 2. stupni základních škol. South Bohemia Mathematical Letters, 25(1), 66-86.
Novák, B., & Nováková, E. (2014). Inquiry based mathematics education (IBME) and its reflection by primary school teachers. Scientific Issues Mathematics, 19, 121-127.
Novotná, K., & Krabsová, V. (2013). Formativní hodnocení: případová studie. Pedagogika, 63(3), 355-371.
Panadero, E., Romero, M., & Strijbos, J. W. (2013). The impact of a rubric and friendship on peer assessment: Effects on construct validity, performance, and perceptions of fairness and comfort. Studies in Education Evaluation, 39(4), 195-203.
https://doi.org/10.1016/j.stueduc.2013.10.005
Papáček, M. (Ed.). (2010). Didaktika biologie v České republice 2010 a badatelsky orientované vyučování (DiBi 2010). Jihočeská univerzita v Českých Budějovicích.
Pólya, G. (2016). Jak to řešit? Praha: MatfyzPress.
Radvanová, S., Čížková, V., & Martinková, P. (2018). Mění se pohled učitelů na badatelsky orientovanou výuku? Scientia in Educatione, 9(1), 81-103.
https://doi.org/10.14712/18047106.1054
Raes, A., Vanderhoven, E., & Schellens, T. (2015). Increasing anonymity in peer assessment by using classroom response technology within face-to-face higher education. Studies in Higher Education, 40(1), 178-193.
https://doi.org/10.1080/03075079.2013.823930
Rocard, M., Csermely, P., Jorde, D., Lenzen, D., Walberg-Henriksson, H., & Hemmo, V. (2007). Science education now: A renewed pedagogy for the future of Europe. Luxembourg: Office for Official Publications of the European Communities.
Rokos, L., & Lišková, J. (2019). Kvalita vrstevnické zpětné vazby při badatelské úloze z biologie člověka v hodinách přírodopisu. Pedagogická orientace, 29(1), 43-72.
https://doi.org/10.5817/PedOr2019-1-43
Rokos, L., & Vomáčková, V. (2017). Hodnocení efektivity badatelsky orientovaného vyučování v laboratorních pracích při výuce fyziologie člověka na základní škole a nižším stupni gymnázia. Scientia in Educatione, 8(1), 32-45.
https://doi.org/10.14712/18047106.365
Rokos, L., Závodská, R., Petr, J., & Papáček, M. (2016). Formative assessment methods in biology education: Pedagogical study at primary school in the Czech Republic. Bulletin of the South Ural State University. Series Education, Educational Sciences, 8(4), 94-99.
https://doi.org/10.14529/ped160413
Ruiz-Primo, M. A., & Furtak, E. M. (2006). Informal formative assessment and scientific inquiry: Exploring teachers' practices and student learning. Educational Assessment, 11(3-4),237-263.
https://doi.org/10.1080/10627197.2006.9652991
https://doi.org/10.1207/s15326977ea1103&4_4
Rutherford, F. J. (1964). The role of inquiry in science teaching. Journal of Research in Science Teaching, 2, 80-84.
https://doi.org/10.1002/tea.3660020204
Samková, L. (2018). Uplatnění otevřeného přístupu k matematice v přípravě budoucích učitelů 1. stupně ZŠ - empirická studie v kontextu badatelsky orientovaného kurzu. Studia Paedagogica, 23(3), 49-67.
https://doi.org/10.5817/SP2018-3-3
Samková, L., Hošpesová, A., Roubíček, F., & Tichá, M. (2015). Badatelsky orientované vyučování matematice. Scientia in Educatione, 6(1), 91-122.
https://doi.org/10.14712/18047106.154
Samková, L., Hošpesová, A., & Tichá, M. (2016). Role badatelsky orientované výuky matematiky v přípravě budoucích učitelů 1. stupně ZŠ. Pedagogika, 66(5), 549-569.
Schoenfeld, A. H., & Kilpatrick, J. (2013). A US perspective on the implementation of inquiry-based learning in mathematics. ZDM Mathematics Education, 45, 901-909.
https://doi.org/10.1007/s11858-013-0531-5
Scriven, M. (1967). The methodology of evaluation. In R. W. Tyler, R. M. Gagné & M. Scriven (Eds.), Perspectives of curriculum evaluation (s. 39-83). Chicago, IL: Rand McNally.
Shánilová, I. (2010). Hodnocení žáků základních škol. Orbis scholae, 4(1), 41-53.
https://doi.org/10.14712/23363177.2018.178
Shavelson, R. J., Young, D. B., Ayala, C. C., Brandon, P. R., Furtak, E. M., Ruiz-Primo, M. A., et al. (2008). On the impact of curriculum-embedded formative assessment on learning: A collaboration between curriculum and assessment developers. Applied Measurement in Education, 21(4), 295-314.
https://doi.org/10.1080/08957340802347647
Starý, K., & Laufková, V. et al. (2016). Formativní hodnocení ve výuce. Praha: Portál.
Steffe, L., & Gale, J. (1995). Constructivism in education. Hillsdale, NJ: Lawrence Erlbaum Associates.
Šeďová, K., Švaříček, R., & Šalamounová, Z. (2012). Komunikace ve školní třídě. Praha: Portál.
Škoda, J., Doulík, P., Bílek, M., & Šimonová, I. (2015). The efficiency of inquiry-based science instruction in relation to the learners' motivation types. Journal of Baltic Science Education, 14(6), 791-803.
Tsivitanidou, O. E., Gray, P., Rybska, E., Louca, L., & Constantinou, C. P. (2018). Professional development for inquiry-based science teaching and learning. Cham: Springer.
https://doi.org/10.1007/978-3-319-91406-0
Vácha, Z., & Ditrich, T. (2016). Efektivita badatelsky orientovaného vyučování na primárním stupni základních škol v přírodovědném vzdělávání v České republice s využitím prostředí školních zahrad. Scientia in Educatione, 7(1), 65-79.
https://doi.org/10.14712/18047106.293
Wiliam, D., & Leahy, S. (2016). Zavádění formativního hodnocení - praktické techniky pro základní a střední školy. Praha: EDUkační LABoratoř.
Žlábková, I., Petr, J., Stuchlíková, I., Rokos, L., & Hošpesová, A. (2020). Development of teachers' perspective on formative peer assessment. International Journal of Science Education (online).
Downloads
Published
Versions
- 2021-04-08 (2)
- 2021-04-08 (1)
