Description

Book Synopsis

This book, drawn from the practical experience of the European Assess Inquiry in Science, Technology and Mathematics Education (ASSIST-ME) project, aims to support researchers, teacher educators and teachers in navigating the complex nature of formative assessment.

It delves into how formative assessment methods may adapt different features within STEM classroom practices and how formative and summative assessment could be coordinated. The book illustrates how ideas about inquiry and assessment are played out in the classroom, revealing both how the pedagogical approach fits with the assessment choices made and the support that teachers need, to engage with these changes. It both informs and presents some of the challenges related to the uptake and development of inquiry learning in STEM classrooms. The chapters in this volume address three questions:

  • What formative assessment objectives and methods are relevant and appropriate in science education?

Developing Formative Assessment in STEM

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    Order before 4pm today for delivery by Sat 25 Jul 2026.

    A Hardback by Michel Grangeat

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      Publisher: Taylor & Francis Ltd
      Publication Date: Publication Date: 6/3/2024
      ISBN13: 9781032737997, 978-1032737997
      ISBN10: 1032737999
      Also in:
      Teacher training

      Description

      Book Synopsis

      This book, drawn from the practical experience of the European Assess Inquiry in Science, Technology and Mathematics Education (ASSIST-ME) project, aims to support researchers, teacher educators and teachers in navigating the complex nature of formative assessment.

      It delves into how formative assessment methods may adapt different features within STEM classroom practices and how formative and summative assessment could be coordinated. The book illustrates how ideas about inquiry and assessment are played out in the classroom, revealing both how the pedagogical approach fits with the assessment choices made and the support that teachers need, to engage with these changes. It both informs and presents some of the challenges related to the uptake and development of inquiry learning in STEM classrooms. The chapters in this volume address three questions:

      • What formative assessment objectives and methods are relevant and appropriate in science education?

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