5 results on '"Regula Grob"'
Search Results
2. Written Teacher Feedback : Aspects of Quality, Benefits and Challenges
- Author
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Monika Holmeier, Mathias Ropohl, Jan Nielsen, Regula Grob, and Silke Rönnebeck
- Subjects
Formative assessment ,Order (business) ,media_common.quotation_subject ,Political science ,Pedagogy ,ComputingMilieux_COMPUTERSANDEDUCATION ,Chemie ,Rubric ,Quality (business) ,Science education ,media_common - Abstract
Written feedback provided by the teacher to his or her students is an important aspect of formative assessment. After a theoretical introduction to teacher prerequisites for giving feedback and to the quality of written feedback in general, results from an implementation of feedback methods in classrooms will be described for the cases of Germany, Switzerland and Denmark. The focus will be on the inquiry method ‘investigation in science’ that requires from students such competences as planning and/or conducting experiments. This study examines the quality of written teacher feedback which was provided based on rubrics and templates for open comments. For this purpose, written teacher feedback itself, student artefacts and data from questionnaires were analysed. Furthermore, the benefits and challenges that teachers noticed in using written feedback will be examined. Finally, it will be discussed which means of support for teachers seem necessary in order to foster the implementation of written teacher feedback as part of formative assessment in inquiry-based science education.
- Published
- 2018
3. Students’ Perspectives on Peer Assessment
- Author
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Pascale Montpied, Jan Petr, Monika Holmeier, Andrée Tiberghien, Alena Hošpesová, Iva Žlábková, Costas P. Constantinou, Marianne Moulin, Olia E. Tsivitanidou, Regula Grob, Lukáš Rokos, Iva Stuchlíková, Florence Le Hebel, Interactions, Corpus, Apprentissages, Représentations (ICAR), École normale supérieure - Lyon (ENS Lyon)-Université Lumière - Lyon 2 (UL2)-INRP-Ecole Normale Supérieure Lettres et Sciences Humaines (ENS LSH)-Centre National de la Recherche Scientifique (CNRS), University of South Bohemia, J. Dolin & R. Evans, Les auteurs remercient le LABEX ASLAN (ANR-10-LABX-0081) de l'Université de Lyon pour son soutien financier dans le cadre du programme 'Investissements d'Avenir' (ANR-11-IDEX-0007) de l'Etat Français géré par l'Agence Nationale de la Recherche (ANR)., ANR-11-IDEX-0007,Avenir L.S.E.,Advanced Studies on Language Complexity(2011), ICAR, Référent HAL, PROJET AVENIR LYON SAINT-ETIENNE - - Avenir L.S.E.2011 - ANR-11-IDEX-0007 - IDEX - VALID, École normale supérieure de Lyon (ENS de Lyon)-Université Lumière - Lyon 2 (UL2)-INRP-Ecole Normale Supérieure Lettres et Sciences Humaines (ENS LSH)-Centre National de la Recherche Scientifique (CNRS), and ANR-11-IDEX-0007,Avenir L.S.E.,PROJET AVENIR LYON SAINT-ETIENNE(2011)
- Subjects
060201 languages & linguistics ,Czech ,Reflection (computer programming) ,Peer feedback ,4. Education ,05 social sciences ,050301 education ,Metacognition ,06 humanities and the arts ,[SHS.LANGUE] Humanities and Social Sciences/Linguistics ,language.human_language ,Task (project management) ,Peer assessment ,0602 languages and literature ,Mathematics education ,language ,Research studies ,ComputingMilieux_COMPUTERSANDEDUCATION ,[SHS.LANGUE]Humanities and Social Sciences/Linguistics ,0503 education - Abstract
International audience; This chapter reports the results of three research studies on peer assessment carried out in different countries where it is an unusual practice (France, Switzerland, and the Czech Republic). The three research studies focus on different competences and different disciplines (sciences and mathematics), but they all involve inquiry-based approaches at primary and secondary school level. In the French study, the data reported in this chapter explore relationships between success in task processing and the ability to mark a peer’s written artefact on the same task. The Swiss research study examines the type of peer feedback students offer their peers while assessing their models, based on a fine-grained analysis of peer feedback comments. In the Czech Republic, the study focuses on students’ reflection on peer assessment in inquiry lessons. The three studies conclude the necessity of allowing the sharing of “knowledge authority” in the classroom to evolve and to be integrated into usual classroom practice. However, researchers have a divergent view on the sharing of responsibility for validation of knowledge between the student and the teacher. Moreover, we can conclude that peer assessment can be a way to trigger metacognitive work on knowledge and competences in science and on assessment criteria and teacher expectations, at a class level and individual student level.
- Published
- 2018
4. Towards the Implementation of Formal Formative Assessment in Inquiry-based Science Education in Switzerland
- Author
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Regula Grob and Regula Grob
- Subjects
- Science--Study and teaching--Switzerland, Educational evaluation--Switzerland, Educational evaluation, Science--Study and teaching, Grundschule, Schu¨lerbeurteilung, Sekundarstufe
- Abstract
Inquiry has been an important part of educational theory and practice for the last decades. As in other competence-oriented approaches to teaching and learning, the appropriate support and assessment of the students'competences has been much debated in the context of inquiry-based science education. One way to support and assess students in their learning is formative assessment. The concept is also known as'assessment for learning'which means that the information on the students'levels of achievement is not used for grading but for planning the next steps in teaching and learning. The use of formative assessment methods as a means of support for students'learning is promoted in national and international position papers and reports. However, in the Swiss teaching practice, formative assessment, particularly formal formative assessment methods which involve a certain degree of pre-definition, planning, and formality, are not widely used nor researched. Therefore, the focus of this study is on exploring possibilities and challenges for the implementation of formal formative assessment methods in the context of inquiry-based science education in Switzerland. The emphasis of the study will be on the teacher perspective.
- Published
- 2017
5. Formative Assessment to Support Students’ Competences in Inquiry-Based Science Education
- Author
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Peter Labudde, Monika Holmeier, and Regula Grob
- Subjects
formative assessment ,05 social sciences ,050401 social sciences methods ,050301 education ,inquiry-based science education ,Science teachers ,Science education ,Education ,Formative assessment ,student competences ,0504 sociology ,Problem-based learning ,Evaluation methods ,Pedagogy ,Mathematics education ,ComputingMilieux_COMPUTERSANDEDUCATION ,Science and Mathematics Education ,Psychology ,0503 education ,Competence (human resources) - Abstract
Inquiry-based education has been part of innovative science teaching for the last few decades. With the competence orientation now underlying many national curricula, one of the emerging questions is how the development of student competences can be fostered in the context of inquiry-based science education. One approach to supporting students in their learning is formative assessment, which is, however, not frequently used in a structured way in daily teaching practice. The aim of this study therefore is to explore what kinds of measures might support science teachers in implementing formative assessment activities in their inquiry-based education. For this, firstly, we investigated the challenges that occur on a classroom level when using formative assessment methods in inquiry-based science education from teachers’ perspectives. Secondly, we analyzed the teachers’ suggestions on measures of support. Based on the respective results, this paper discusses implications for an implementation of structured formative assessment in inquiry-based science education to enhance student competences.
- Published
- 2017
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