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- Costello, Eamon, et al.
(författare)
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Assessment of Transversal Skills in STEM : From theory to practice in a large scale research project
- 2022
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Ingår i: Society for Information Technology & Teacher Education International Conference. - San Diego, CA, United States : Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA. ; , s. 1026-1033
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Konferensbidrag (refereegranskat)abstract
- This paper presents an overview of a large scale research project involving teachers and students across eight European countries and involving eleven partner organizations. The project was focused on helping equip students with key transversal skills and competencies. We used integrated STEM as a site to ground the development of these interdisciplinary ways of thinking, being and doing and digital tools as ways to help teachers deepen and enhance their formative assessment practice. We present here an outline of research conducted to develop a framework for conceptualising integrated STEM skills and their assessment via digital tools. This framework identified a number of core competencies and ways to both design and assess for these skills using digital tools. We also give an account of subsequent professional development with teachers and the piloting of developed teaching methods in schools. The next phase was the conduct of evaluations of our work according to a research methodology which aimed to identify best practices for scalable teaching. Some emergent findings and lessons learned along the way from two countries, Ireland and Sweden, are presented as examples here as we complete the analysis stage of the project. This paper aims to contribute to the conversations around interdisciplinary and integrated STEM skills, how they can be digitally assessed and to give an account of the workings of the associated large scale research project.
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- Costello, Eamon, et al.
(författare)
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Is it in the bin? Seeking authentic assessment in STEM : ATSSTEM
- 2021
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Ingår i: PATT38 Book of Abstracts. - Turku, Finland : PATT38 Organizing Committee, University of Turku, Finland.. ; , s. 31-31
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Konferensbidrag (refereegranskat)abstract
- Assessment of Transversal Skills in STEM is an Erasmus+ research project engaged with teachers and learners in schools across several European countries in helping them develop transversal skills. The project seeks to help teachers in the formative digital assessment of STEM learners’ work as they develop real-world, authentic STEM skills. But what are authentic skills? Where do real worlds exist? In this presentation, we give an overview of the project and an introduction to some tools for formative assessment in STEM. We go on to present some examples of student work in Sweden and Ireland, where students and teachers are working outdoors, drawing trees, and looking into recycling bins in sites of real-world activity. We hope to show that teaching itself is real and authentic activity and cannot be easily divorced or separated from some “real-world” of STEM.
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- Engström, Susanne, 1962-, et al.
(författare)
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You just have to take a big leap! Authentic teaching and learning in the technology program at an upper secondary school
- 2024
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Ingår i: International journal of technology and design education. - : Springer Science and Business Media B.V.. - 0957-7572 .- 1573-1804.
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Tidskriftsartikel (refereegranskat)abstract
- In literature, teaching for an authentic learning experience is seen as rewarding and interesting, promoting better understanding of for example sustainable development and fostering students’ independence. Some upper secondary schools emphasise authentic teaching and learning on their websites, showcasing how students engage in authentic tasks. We are interested in examining how authentic teaching is implemented in practice and what enables it. Therefore, we investigate a specific practice where authentic teaching occurs, and we follow students and teachers. We want to understand what may be required to implement authentic teaching. The research questions were: What characterises authentic teaching and learning when students on the technology program work on their design projects and individual pieces of work? How is authentic teaching and learning facilitated? Students in Year 3 of the technology program engaged in a project where they studied residential apartments’ resource use and climate impact using sensors. They visited the energy research team, learned about the technology and data collection, and completed own upper secondary school projects related to sensor technology, programming, and data analysis. These were meant to be characterised by authenticity according to the school’s procedures. Data was collected through interviews, observations, and analysis of video material, sound recordings, and field notes. The analysis revealed that the teaching exhibited characteristics of authentic learning, facilitated by early exposure, teacher empowerment, and strong support from management and resources. The results thus show both the characteristics of how the teaching is organized and how teachers handle students’ learning, as well as the organizational factors at the specific school that enable it.
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- Hartell, Eva, 1973-, et al.
(författare)
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Bedömningsmetoder inom STEM
- 2021
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Ingår i: VA-dagen 2021.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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