• Sascha Bernholt
  • Silke Rönnebeck
  • Mathias Ropohl
  • Olaf Köller
  • Ilka Parchmann
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 the first step of the project, a literature review was conducted in order to gather in-formation about the current state of the art in formative and summative assessment in inquiry-based education (IBE) in STM. Searches were conducted in data bases, in the most important journals in the field of STM education, and in the reference lists of rele-vant publications. This report describes the search strategies used in detail and pre-sents the results of the empirical studies described in the found publications in this field.
Especially in science education, numerous publications were found by the search strategies whereas in technology and mathematics education the numbers of publica-tions are much lower. On the one hand, the chosen keywords and search strategies might be a reason. On the other hand, the research foci of the disciplines might be an-other reason.
The results of the literature review indicate that only a small number of empirical stud-ies have simultaneously investigated both the use of formative and summative as-sessment in the learning of inquiry in STM and the influence of this form of assessment on the learning of inquiry in STM. Moreover, most of the studies did not assess inquiry directly, but rather knowledge, understanding or attitudes. Nevertheless, there are ex-amples of methodological approaches which illustrate the successful application of several assessment instruments and explain their advantages or disadvantages.
OriginalspracheEnglisch
Ort des ErscheinensKiel
Herausgeber (Verlag)IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik
Seitenumfang194
ZustandVeröffentlicht - 2013

ID: 23674