TY - JOUR

T1 - Exploring assessment in STEM inquiry learning classrooms

AU - Grangeat, Michel

AU - Harrison, Christine

AU - Dolin, Jens

N1 - Publisher Copyright: © 2021 Informa UK Limited, trading as Taylor & Francis Group.

PY - 2021

Y1 - 2021

N2 - This article introduces this special issue by addressing the types of assessment practices that are possible within STEM inquiry classrooms, where the focus is on noticing, developing, and improving inquiry competencies. Three domains are explored: informal formative assessment occurring in classroom interactions; structured formative assessment when teachers or peers collect information at a planned time; ongoing evolution of teachers’ knowledge and practices. We analyse how classroom formative assessment practices develop alongside and support inquiry learning. We report on how STEM teachers might be supported in transforming their teaching practices and assessment methods in tandem. We focus on the role of classroom discussion to challenge students’ ideas and make explicit their reasoning. We highlight how interactions between teachers and students support students in being more active in the assessment process. Combining inquiry learning with adapted assessment practices requires teachers to make significant changes to their practices. They need to be aware of how students develop their learning. Such professional moves are complex because implementing formative and summative assessments in a complementary manner remains a challenge for teachers and researchers. We emphasise how the collaboration between researchers and teachers support teachers in making changes to their professional knowledge, beliefs, and classroom practices.

AB - This article introduces this special issue by addressing the types of assessment practices that are possible within STEM inquiry classrooms, where the focus is on noticing, developing, and improving inquiry competencies. Three domains are explored: informal formative assessment occurring in classroom interactions; structured formative assessment when teachers or peers collect information at a planned time; ongoing evolution of teachers’ knowledge and practices. We analyse how classroom formative assessment practices develop alongside and support inquiry learning. We report on how STEM teachers might be supported in transforming their teaching practices and assessment methods in tandem. We focus on the role of classroom discussion to challenge students’ ideas and make explicit their reasoning. We highlight how interactions between teachers and students support students in being more active in the assessment process. Combining inquiry learning with adapted assessment practices requires teachers to make significant changes to their practices. They need to be aware of how students develop their learning. Such professional moves are complex because implementing formative and summative assessments in a complementary manner remains a challenge for teachers and researchers. We emphasise how the collaboration between researchers and teachers support teachers in making changes to their professional knowledge, beliefs, and classroom practices.

KW - classroom discussion

KW - formative assessment

KW - Inquiry-based learning

KW - teacher development

KW - teaching practices

U2 - 10.1080/09500693.2021.1903617

DO - 10.1080/09500693.2021.1903617

M3 - Journal article

AN - SCOPUS:85105242515

VL - 43

SP - 345

EP - 361

JO - International Journal of Science Education

JF - International Journal of Science Education

SN - 0950-0693

IS - 3

ER -