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National reports of partner countries reviewing research on formative and summative assessment in their countries : Report from the FP7 project ASSIST-ME. / Rönnebeck, Silke; Bernholt, Sascha; Ropohl, Mathias; Köller, Olaf; Parchmann, Ilka.

Deliverable 2.3. Aufl. Kiel : IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik, 2013. 86 S. (Report from the FP7 project ASSIST-ME; Nr. 2.3).

Publikation: ForschungProjektberichte

Harvard

Rönnebeck, S, Bernholt, S, Ropohl, M, Köller, O & Parchmann, I 2013 'National reports of partner countries reviewing research on formative and summative assessment in their countries: Report from the FP7 project ASSIST-ME' Report from the FP7 project ASSIST-ME, Nr. 2.3, Deliverable 2.3 Aufl., IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik, Kiel, 86 S.

APA

Rönnebeck, S., Bernholt, S., Ropohl, M., Köller, O., & Parchmann, I. (2013). National reports of partner countries reviewing research on formative and summative assessment in their countries: Report from the FP7 project ASSIST-ME. (Deliverable 2.3 Aufl.) 86 S. (Report from the FP7 project ASSIST-ME; Nr. 2.3). Kiel: IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik.

Vancouver

Rönnebeck S, Bernholt S, Ropohl M, Köller O, Parchmann I. National reports of partner countries reviewing research on formative and summative assessment in their countries: Report from the FP7 project ASSIST-ME. Deliverable 2.3 Aufl. Kiel: IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik. 2013, 86 S. (Report from the FP7 project ASSIST-ME; 2.3).

BibTeX

@techreport{b3a827be8ae64a9bb8e6c0f0802fc52a,
title = "National reports of partner countries reviewing research on formative and summative assessment in their countries: Report from the FP7 project ASSIST-ME",
abstract = "The EU-project ‘Assess Inquiry in Science, Technology and Mathematics Education’ (ASSIST-ME) investigates formative and summative assessment methods to support and improve inquiry-based approaches in European science, technology and mathe-matics (STM) education.In order to get an overview of the state-of-the-art of formative and summative assess-ment in inquiry-based education (IBE) in STM in the ASSIST-ME partner countries, the countries were asked to collect national research related to this issue. The collection was guided by 10 questions provided to the countries by work package 2 as deliverable D2.1. This report presents the reports produced by the countries and summarizes some major findings.The country reports indicate that the situations in the countries differ significantly both with respect to the implementation of IBE and formative and summative assessment, respectively. Nevertheless, almost all countries state that there has not been much research concerning formative assessment (or assessment in general) of IBE and that summative assessment plays the dominant role in student assessment in STM. How-ever, approaches to formative assessment exist in several countries and have been investigated in small to medium scale studies.",
author = "Silke Rönnebeck and Sascha Bernholt and Mathias Ropohl and Olaf Köller and Ilka Parchmann",
year = "2013",
series = "Report from the FP7 project ASSIST-ME",
publisher = "IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik",
number = "2.3",
edition = "Deliverable 2.3",
type = "WorkingPaper",
institution = "IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik",

}

RIS

TY - UNPB

T1 - National reports of partner countries reviewing research on formative and summative assessment in their countries

T2 - Report from the FP7 project ASSIST-ME

AU - Rönnebeck,Silke

AU - Bernholt,Sascha

AU - Ropohl,Mathias

AU - Köller,Olaf

AU - Parchmann,Ilka

PY - 2013

Y1 - 2013

N2 - The EU-project ‘Assess Inquiry in Science, Technology and Mathematics Education’ (ASSIST-ME) investigates formative and summative assessment methods to support and improve inquiry-based approaches in European science, technology and mathe-matics (STM) education.In order to get an overview of the state-of-the-art of formative and summative assess-ment in inquiry-based education (IBE) in STM in the ASSIST-ME partner countries, the countries were asked to collect national research related to this issue. The collection was guided by 10 questions provided to the countries by work package 2 as deliverable D2.1. This report presents the reports produced by the countries and summarizes some major findings.The country reports indicate that the situations in the countries differ significantly both with respect to the implementation of IBE and formative and summative assessment, respectively. Nevertheless, almost all countries state that there has not been much research concerning formative assessment (or assessment in general) of IBE and that summative assessment plays the dominant role in student assessment in STM. How-ever, approaches to formative assessment exist in several countries and have been investigated in small to medium scale studies.

AB - The EU-project ‘Assess Inquiry in Science, Technology and Mathematics Education’ (ASSIST-ME) investigates formative and summative assessment methods to support and improve inquiry-based approaches in European science, technology and mathe-matics (STM) education.In order to get an overview of the state-of-the-art of formative and summative assess-ment in inquiry-based education (IBE) in STM in the ASSIST-ME partner countries, the countries were asked to collect national research related to this issue. The collection was guided by 10 questions provided to the countries by work package 2 as deliverable D2.1. This report presents the reports produced by the countries and summarizes some major findings.The country reports indicate that the situations in the countries differ significantly both with respect to the implementation of IBE and formative and summative assessment, respectively. Nevertheless, almost all countries state that there has not been much research concerning formative assessment (or assessment in general) of IBE and that summative assessment plays the dominant role in student assessment in STM. How-ever, approaches to formative assessment exist in several countries and have been investigated in small to medium scale studies.

M3 - Project reports

T3 - Report from the FP7 project ASSIST-ME

BT - National reports of partner countries reviewing research on formative and summative assessment in their countries

PB - IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik

ER -

ID: 23761