• Silke Rönnebeck
  • Sascha Bernholt
  • 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 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.
Original languageEnglish
Place of PublicationKiel
PublisherIPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik
VersionDeliverable 2.3
Number of pages86
StatePublished - 2013

ID: 23761