Change search
ReferencesLink to record
Permanent link

Direct link
Performance assessment of practical skills in science in teacher training programs useful in school
Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Biology.
Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Biology.
2014 (English)In: Ebook proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching andCoherence in Learning / [ed] Constantinou, C. P., Papadouris, N. & Hadjigeorgiou, A.(co-ed. Millar, R and Dolin, J.), Nicosia, Cypern: European Science Education Research Association , 2014, 1946-1955 p.Conference paper (Refereed)
Abstract [en]

There is a general process towards an understanding of knowledge not as a question of remembering facts but to achieve the skill to use what is learnt under different circumstances. According to this, knowledge should be useful at different occasions also outside school. This process may also be identified in the development of new tests performed in order to assess knowledge.

In courses in biology, chemistry and physics focused on didactics we have developed performance assessments aimed at assessing the understanding of general scientific principles by simple practical investigations. Although, designed to assess whether specific goals are attained, we discovered how small alterations of performance assessments promoted the development of didactic skills. Performance assessments may act as tools for the academic teacher, school teacher and for enhancement of student understanding of the theory.

This workshop was focused on performance assessments of the ability to present skills and to develop new ideas. We presented, discussed, explained and familiarized a practical approach to performance assessments in science education together with the other participants. The emphasis was to demonstrate and to give experience of this assessment tool.

We performed elaborative tasks as they may be used by teachers working at different levels, assessed the performances and evaluated the learning outcome of the activity. Different assessment rubrics where be presented and tested at the workshop. Learning by doing filled the major part of the workshop but there were also opportunities for discussions, sharing ideas and suggestions for further development.

The activities performed may be seen as models possible for further development into new assessments.

Place, publisher, year, edition, pages
Nicosia, Cypern: European Science Education Research Association , 2014. 1946-1955 p.
Keyword [en]
assessment, rubric, practical skills, knowledge requirement
National Category
URN: urn:nbn:se:sh:diva-21380OAI: diva2:687846
10th Conference of the European Science Education Research Association (ESERA), Nicosia, September 2-7, 2013

Strand 11

Available from: 2014-01-15 Created: 2014-01-15 Last updated: 2015-01-15Bibliographically approved

Open Access in DiVA

fulltext(226 kB)40 downloads
File information
File name FULLTEXT01.pdfFile size 226 kBChecksum SHA-512
Type fulltextMimetype application/pdf

Other links

Search in DiVA

By author/editor
Mutvei, AnnMattsson, Jan-Eric
By organisation

Search outside of DiVA

GoogleGoogle Scholar
Total: 40 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Total: 173 hits
ReferencesLink to record
Permanent link

Direct link