![]() The main challenges related to the uptake of formative assessment in daily teaching-learning practices in STM and specifically, the usability of formative on-the-fly dialogue, structured assessment dialogue, peer assessment and written teacher feedback. Fundamental aspects of the two main purposes of assessment, formative and summative, the relations between the two purposes and ways of linking them. The conceptualisation and teaching of four key competences: scientific inquiry, mathematical problem-solving, design processes, and innovation. The concept of competence within the STM domains and its relevance for education ![]() The findings were used to influence policy makers with guidelines for ensuring that assessment enhances learning. This book reports the results of a research project that investigated assessment methods aimed at supporting and improving inquiry-based approaches in European science, technology and mathematics (STM) education.
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