Assessment as Inquiry.

By Ginette Delandshere. 2002

199 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/206b2fd0d843db8fd8f48009c1f0ef79a511dd6b

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Assessing students' understanding of inquiry: What do prospective science teachers notice? (2013, background): “Duschl (2003) has suggested that the assessment of inquiry should focus on three integrated domains: (1) Epistemic—”
Is Science Me? High School Students' Identities, Participation and Aspirations in Science, Engineering, and Medicine. (2009, background): “During high school, these mostly middle-class and ethnically diverse students perceived significant challenges in their school communities of practice involving science: teachers they perceived as uncaring or poorly skilled; instruction that failed to help them appreciate the discursive practices of”
Language and literacy (2009, unknown): “Next, we identify the ageism present in the current policy discourses.”
Exploring teachers' informal formative assessment practices and students' understanding in the context of scientific inquiry (2007, methodology): “…criteria for three sources of information: the informal formative assessment cycle (ESRU); the inquiry dimensions previously described; and what we and others consider to be relevant aspects of these dimensions (Duschl, 2003; Duschl & Gitomer, 1997; National Research Council, 1999, 2001).”
Informal Formative Assessment and Scientific Inquiry: Exploring Teachers' Practices and Student Learning (2006, methodology): “…framework, assessment conversations (i.e., ESRU cycles) are analyzed in the context of the three integrated aspects of science education originally proposed by Driver, Leach, Millar, and Scott (1996) and elaborated by Duschl (2000, 2003) as domains of assessment: epistemic, conceptual, and social.”
On the Fidelity of Implementing Embedded Formative Assessments and Its Relation to Student Learning (2008, background): “Evidence-based reasoning is a cornerstone of effective formative assessment practice in the context of scientific inquiry (National Research Council, 1996; 2001b; Duschl, 2003).”
Using Concept Cartoons in Formative Assessment: Scaffolding students’ argumentation (2009, background): “…science, this study highlights the important role of the teacher in (a) designing scaffolding structures to support ‘assessment conversations’ (Duschl, 2003) where students talk around key concepts; (b) establishing ground rules for collaborative discussions so as to maximise ‘productive…”
The impact of high stakes testing: the Australian story (2012, unknown): “Commenting on the growth of large-scale testing, Delandshere ( 2002 ) highlighted how the policy priorities of testing have occurred even though there has been ‘almost unanimous recognition of the limitations of current measurement theory and practice’ (1461).”
The Effects of Inquiry Teaching on Student Science Achievement and Attitudes: Evidence from Propensity Score Analysis of PISA Data (2015, unknown): “Based on the Duschl’s (2003) conceptual framework of inquiry teaching, the authors defined a four-faceted model for inquiry which”
Five Factors for Effective Teaching (2007, background): “Delandshere (2002) argues that there is a gap in the research on assessment practices.”
Traditional and Inquiry-Based Learning Pedagogy: A Systematic Critical Review (2018, background): “In fact, some science teachers are entirely convinced that inquirybased learning method motivates learners more than other methods of learning (Duschl, 2003).”