scholarly journals Chancen des inklusionsorientierten Sachunterrichts für didaktisch-diagnostisches Handeln. Konzeptionelle und methodologisch-methodische Grundlagen eines forschungsbasierten Entwicklungsansatzes für die Lehrer*innenbildung

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
René Schroeder ◽  
Eva Blumberg ◽  
Brigitte Kottmann ◽  
Susanne Miller ◽  
Anne Reh
Keyword(s):  
Social Studies ◽  
Formative Assessment ◽  
Primary Education ◽  
Assessment Literacy ◽  
Research Approach ◽  
Daily Routine ◽  
Design Based Research ◽  
Collaborative Learning Environment ◽  
Video Vignettes ◽  
Suitable Framework

In der Herausforderung Unterricht inklusionsbezogen weiterzuentwickeln, manifestiert sich unter anderem die Forderung nach der Qualifizierung von (angehenden) Lehrkräften bzgl. der Anwendung und Umsetzung einer alltagsintegrierten Diagnostik mit dem Ziel, Kinder individualisiert und gleichzeitig mit Bezug auf einen gemeinsamen Lerngegenstand zu unterrichten. Dabei ist ein didaktisch-diagnostisches Handeln aller Lehrkräfte gefordert, welches im Kontext einer professionellen und inklusionsorientierten Gestaltung sowie einer angemessenen Begleitung und Förderung von Lern- und Entwicklungsprozessen steht. In der Konzeption entsprechender Aus- und Weiterbildungsformate setzt das geplante Projekt DiPoSa (Didaktisch-diagnostische Potentiale des inklusionsorientierten Sachunterrichts) an. Ziel ist es durch einen Design-Based-Research-Ansatz (DBR) Videovignetten zu erstellen und zu evaluieren, mittels derer entsprechende Kompetenzen von (angehenden) Lehrkräften im Sachunterricht weiterentwickelt werden können. Dabei bietet insbesondere der Sachunterricht als vielperspektivisches Integrationsfach der Grundschule einen passenden Rahmen, kindliche Lernpotentiale als Ausgangspunkt für didaktisch-diagnostisches Handeln nutzbar zu machen. Denn in aktuellen inklusionsorientierten Ansätzen des Sachunterrichts sind sowohl reformpädagogisch orientierte als auch offene Konzepte und Modelle des adaptiven Unterrichts zu finden, die sich an den unterschiedlichen Programmatiken der Umsetzung von individueller Förderung orientieren. Im folgenden Beitrag werden die dem geplanten Projekt zugrundeliegenden theoretischen und empirischen Zugänge erläutert und die forschungsmethodische Umsetzung durch einen DBR-Ansatz als methodologische Basis für eine Theorie-Praxis-verzahnende Forschungsperspektive auf diagnostisches Handeln sowie die Förderung diagnostischer Handlungskompetenzen durch Videovignetten im Kontext der Aus- und Weiterbildung von (Sachunterrichts-)Lehrkräften diskutiert.   Abstract The challenge to further promote practices of inclusive teaching, requires the development of assessment literacy. Combined with the aim to teach all children in a collaborative learning environment, qualification of teachers (in training) in the application and implementation of formative assessment as an integrated daily routine is needed. Therefore, the project DiPoSa focuses on the development of appropriate training and qualification formats. The project heads to create and evaluate video vignettes using a design-based-research approach (DBR), which can then be used to further develop assessment literacy of teachers in social studies and science in primary education. As a multi-perspective integrative subject in elementary school social studies and science in primary education offers a suitable framework for practices of formative assessment taking children's learning potentials as a serious concern. Foundations can be seen in current inclusive approaches to social studies and science in primary education, where reform pedagogically orientation and open concepts can as well be found as models of adaptive teaching. Although there are different theoretical and programmatic implementations, both perspectives share an orientation towards individual support of children. With this in mind the following article tries to lay down the theoretical and empirical approaches of the planed project DiPoSa and discusses methodological foundations of the project. The discussion focuses on how assessment practices as well as assessment literacy can be promoted through a DBR research-design using video vignettes in the context of teacher education and qualification and rooting in a deepened science-practice partnership.Zusammenfassung englisch

scholarly journals Does Scientific Evaluation Matter? Improving Digital Simulation Games by Design-Based Research

2020 ◽  
Vol 9 (9) ◽  
pp. 155 ◽  
Author(s):  
Sven Ivens ◽  
Monika Oberle
Keyword(s):  
Civic Education ◽  
Game Design ◽  
Digital Simulation ◽  
Educational Interventions ◽  
Simulation Game ◽  
Research Approach ◽  
Scientific Evaluation ◽  
Simulation Games ◽  
Design Based Research ◽  
Term Evaluation

Grounded in a design-based research approach, the aim of this article is to determine whether scientific evaluations help to (a) identify and fix problems in educational interventions and (b) eventually foster a more effective and positive evaluated intervention. Therefore, data from a longer-term evaluation of short digital simulation games about the European Parliament for civic education in schools were used. The data included three cycles of interventions with pre- and post-evaluations starting with the first prototype in 2015/2016 (n = 209), the second cycle in 2017/18 (n = 97), and the last one in 2019/20 (n = 222). After each evaluation, major problems and critiques regarding the simulation game were discussed with the developers, and changes were implemented in the game design. The four most important problems, the processes by which they were improved and the reactions of the participants in the following evaluations are pointed out in the article. A comparison of the last and first evaluation cycle showed an overall improvement of the simulation game regarding its effectiveness in transferring EU knowledge and the participants’ general satisfaction with the simulation game. This study underlines the value of the design-based research approach for developing educational interventions and can be useful for further work on civic education measures and the implementation of digital simulation games.

scholarly journals An Integrated Model Approach of Education for Sustainable Development: Exploring the Concepts of Water, Energy and Waste in Primary Education

2020 ◽  
Vol 12 (7) ◽  
pp. 2947 ◽  
Author(s):  
Guadalupe Martínez-Borreguero ◽  
Jesús Maestre-Jiménez ◽  
Milagros Mateos-Núñez ◽  
Francisco Luis Naranjo-Correa
Keyword(s):  
Sustainable Development ◽  
Primary Education ◽  
Education For Sustainable Development ◽  
Research Approach ◽  
The Sustainable Development ◽  
Attitudes And Behaviors ◽  
Academic Courses ◽  
And Behaviors ◽  
Curricular Elements ◽  
Teaching Learning

Education for Sustainable Development requires improving the knowledge, attitudes and behaviors of students at all levels of education. However, this should start from the earliest stages of education, promoting an effective teaching/learning process of key concepts for sustainable development. Accordingly, the general objective of this research was to analyze the concepts of water, energy and waste in the primary education curriculum (6–12 years) in Spain. A qualitative research approach was followed, with an exploratory and descriptive design. A system of categories was established for each of the concepts under study, with the aim of classifying the references found, analyzing their integration into the different subjects, academic courses, curricular elements and levels of cognitive demand required of the students. The results of the lexicographical analysis of the content reveal that the regulations governing primary education in Spain mainly focus on the concept of energy and, to a lesser extent, on the concepts of water and waste. In addition, cognitive levels of knowledge and comprehension predominate based on the taxonomy used. The results suggest the need to develop initiatives for the educational framework that promote not only learning, but also attitudes and behaviors that contribute to achieving the Sustainable Development Goals (SDGs).

Understanding Cellular Respiration in Terms of Matter & Energy within Ecosystems

2014 ◽  
Vol 76 (6) ◽  
pp. 408-414 ◽  
Author(s):  
Joshua S. White ◽  
April C. Maskiewicz
Keyword(s):  
Student Understanding ◽  
Next Generation Science Standards ◽  
Cellular Respiration ◽  
Research Approach ◽  
Science Standards ◽  
Design Based Research ◽  
Written Responses ◽  
Ecosystem Level ◽  
Quantitative Results ◽  
Matter Energy

Using a design-based research approach, we developed a data-rich problem (DRP) set to improve student understanding of cellular respiration at the ecosystem level. The problem tasks engage students in data analysis to develop biological explanations. Several of the tasks and their implementation are described. Quantitative results suggest that students from the experimental class who participated in the DRP showed significant gains on cellular respiration posttest items, and students from the control class who participated in a non-DRP task showed no significant gains. Qualitative results from interviews and written responses showed that students from the experimental class progressed to deeper “levels of achievement” in cellular respiration. The data-rich tasks promote student understanding of cellular respiration, matter transformation, decomposition, and energy transformation – all goals recommended by the Next Generation Science Standards.

scholarly journals Embedding Formative Assessment in Blended Learning Environment: The Case of Secondary Chinese Language Teaching in Singapore

2021 ◽  
Vol 11 (7) ◽  
pp. 360
Author(s):  
Kwong Tung Chan
Keyword(s):  
Blended Learning ◽  
Formative Assessment ◽  
New Technology ◽  
Chinese Language ◽  
Language Assessment ◽  
Local Context ◽  
Assessment Literacy ◽  
Challenges And Opportunities ◽  
Lesson Delivery ◽  
Teaching Learning

The fast global spread of COVID-19 has resulted in the mass disruption of teaching, learning, as well as assessment, in mainstream schools in Singapore. Teachers were caught unprepared and this jeopardised the quality of classroom delivery and assessment. The Ministry of Education has since shifted to an online asynchronous mode of teaching whilst attempting to keep the face-to-face method of lesson delivery, to which it is called ‘blended learning’ (BL) in the local context. Besides being propelled to learn and use new technology tools for online lessons, teachers also need to quickly explore to embed formative assessment (FA) in the new BL environment to substitute traditional classroom assessment. In this context, I argue that teachers’ language assessment literacy (LAL), pedagogical content knowledge (PCK) and e-pedagogy are vital to the success of embedding FA in BL. Following, I also describe some tentative predictions for future challenges and opportunities of embedding FA in the BL environment of secondary Chinese Language (CL) teaching in Singapore. On this basis, I discuss the ways in which current conceptualisations of language assessment literacy will need to shift in response to these challenges. Finally, I make some recommendations for practice based on this argument.

scholarly journals University Academics’ Perceptions Regarding the Use of Information Technology Tools for Effective Formative Assessment: Implications for Quality Assessment through Professional Development

2021 ◽  
Vol 11 (1) ◽  
pp. 1
Author(s):  
Christian S. Ugwuanyi ◽  
Chinedu I. O. Okeke ◽  
Matseliso L. Mokhele-Makgalwa
Keyword(s):  
Professional Development ◽  
Information Technology ◽  
Formative Assessment ◽  
Quality Assessment ◽  
Quantitative Research ◽  
Internal Consistency Reliability ◽  
Research Approach ◽  
Effective Implementation ◽  
Technology Tools ◽  
Descriptive Survey

The study sought the perceptions of university academics on the use of IT tools for the formative assessment (FA) of students’ learning outcomes. This study adopted a quantitative research approach and descriptive survey research design using a sample of 180 university academics. Academics’ perception questionnaire was used for data collection. The instrument with two clusters was properly validated, and its internal consistency reliability indies found to be 0.79 and 0.85 for clusters A and B using the Cronbach alpha method. The obtained data were analysed using mean and t-test of independent samples. The results revealed that university academics perceived the use of information technology tools as veritable tools for effective implementation of FA. Further analysis revealed that the perceptions of the academics differed significantly by gender and qualification. IT tools are indispensable in the effective implementation of formative assessment practices in institutions of higher learning. This finding implies that quality assessment can be achieved using IT tools, but there is a need for professional development of the lecturers. It was therefore recommended that efforts should be made by the Nigerian Education stakeholders in making adequate provisions for the effective implementation of quality assessment using IT tools.

scholarly journals PENGEMBANGAN AUTHENTIC ASSESSMENT SEBAGAI FUNGSI PENILAIAN FORMATIF PADA PEMBELAJARAN IPS DI KELAS IV SD

2017 ◽  
Vol 3 (3) ◽  
pp. 474
Author(s):  
Nugroho Nugroho
Keyword(s):  
Elementary School ◽  
Social Studies ◽  
Formative Assessment ◽  
Social Study ◽  
Authentic Assessment ◽  
Fourth Grade ◽  
Assessment Tools ◽  
Development Model ◽  
Elementary School Student ◽  
Central Java

ABSTRACTThe objective of this research is to analyze the development results of a valid, reliable, and practical assessment tools in Authentic Assessment as a Function of Formative Assessment In social studies lesson of fourth grade elementary school student. This research is a development research. The development model used in this study is 4D, namely: Define, Design, Develop and Disseminate which refers Thiagarajan development model (1974). The subjects of this research is students of class IV SDN 2 Wonoyoso and SDN Pandanlor Kebumen regency, Central Java. The Product of Authentic Assessment are Scenario Learning, Learning tasks, Instrument of Rating Attitudes, Knowledge, and Skills. The results of this study indicate that the product is the development of Authentic Assessment as a function of formative assessment has (1) validity, (2) reliability, and (3) good practicality when used in social studies lesson in fourth grade elementary school student Semester II, with the theme my environment. Keywords: Authentic Assessment, Formative Assessment, Social Study. ABSTRAKTujuan Penelitian ini adalah untuk menganalisis hasil pengembangan Authentic Assessment Sebagai Fungsi Penilaian Formatif Pada Pembelajaran IPS di kelas IV SD yang valid, reliabel, dan praktis. Penelitian ini merupakan penelitian pengembangan. Model pengembangan yang digunakan dalam penelitian ini adalah 4D, yaitu: Define, Design, Develop, dan Disseminate yang merujuk pada model pengembangan Thiagarajan (1974). Subjek penelitian ini adalah siswa kelas IV SDN 2 Wonoyoso dan SDN Pandanlor Kabupaten Kebumen Jawa Tengah. Produk Authentic Assessment yang dihasilkan meliputi Skenario Pembelajaran, Tugas-tugas Pembelajaran, Instrumen Penilaian Sikap, Pengetahuan, dan Keterampilan. Hasil penelitian ini menunjukkan bahwa Produk berupa pengembangan Authentic Assessment sebagai fungsi penilaian formatif memiliki (1) validitas, (2) reliabiliitas, dan (3) kepraktisan yang baik apabila digunakan pada pembelajaran IPS di Kelas IV SD Semester II, dengan tema Lingkunganku. Kata Kunci: Hasil belajar, IPS, komik, media pembelajaran, pengembangan.

scholarly journals Corpus-Informed Pedagogy in a Language Course

2020 ◽  
pp. 305-334 ◽  
Author(s):  
Nina Vyatkina
Keyword(s):  
Teaching And Learning ◽  
Turn Of The Century ◽  
Data Driven ◽  
Research Approach ◽  
Methodological Framework ◽  
Practical Application ◽  
Design Based Research ◽  
Regular Classrooms ◽  
Language Courses ◽  
Pedagogical Frameworks

Data-Driven Learning (DDL), or a corpus-based method of language teaching and learning, has been developing rapidly since the turn of the century and has been shown to be effective and efficient. Nevertheless, DDL is still not widely used in regular classrooms for a number of reasons. One of them is that few workable pedagogical frameworks have been suggested for integrating DDL into language courses and curricula. This chapter describes an exemplar of a practical application of such a pedagogical framework to a high-intermediate university-level German as a foreign language course with a significant DDL component. The Design-Based Research approach is used as the main methodological framework. The chapter concludes with a discussion of wider pedagogical implications.

scholarly journals Integrating technologies into ‘‘authentic’’ assessment design: an affordances approach

2013 ◽  
Vol 21 ◽  
Author(s):  
Richard Osborne ◽  
Elisabeth Dunne ◽  
Paul Farrand
Keyword(s):  
Authentic Assessment ◽  
Digital Culture ◽  
Research Approach ◽  
Learning Technology ◽  
Design Based Research ◽  
National Surveys ◽  
Assessment Design ◽  
Local Stakeholders ◽  
Key Driver ◽  
The University

Current pressures in higher education around student employability are driving new initiatives for change. Assessment is also a topic of debate, as it is a key driver of student behaviour, yet often falls behind other metrics in national surveys. In addition, increasing focus on digital literacies is catalysing new appreciations of what emerging digital culture might mean for both students and staff. These three highly topical challenges were jointly explored by the University of Exeter’s Collaborate project, which aimed to create employability-focused assessments enhanced by technology. By combining existing research on assessment with grounded data derived from local stakeholders, the project has developed a model for assessment design which embeds employability directly into the curriculum. Digital technologies have been aligned with this model using a “top trump” metaphor, where key affordances of technologies are highlighted in the context of the model. This paper explores the design-based research approach taken to develop this model and associated “top trumps”, along with results from the first practical iteration. Results suggest that the model is effective in supporting the design of an “authentic” assessment and that a targeted affordances approach can support the alignment of specific technologies with a particular pedagogic design.Keywords: employability; assessment; authentic; affordance; evaluation(Published: 6 September 2013)Citation: Research in Learning Technology 2013, 21: 21986 - http://dx.doi.org/10.3402/rlt.v21i0.21986

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