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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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| 2. |
- Hartell, Eva, 1973-, et al.
(författare)
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Seeking informed consent in a multilingual school environment : ATSSTEM - project
- 2021
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Ingår i: PATT38 Book of Abstracts. - Turku, Finland. ; , s. 29-30
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Konferensbidrag (refereegranskat)abstract
- Assessment of Transversal Skills in STEM (ATSSTEM) is an innovative policy experimentation project, which aims to enhance digital assessment of students’ transversal skills in STEM. This Erasmus+ project is situated in primary and secondary schools in and run between 2019– 2022. The Department of Education in Haninge municipality and the Department of Learning at KTH Royal Institute of Technology partake in the ATSSTEM partner network together with 11 other educational institutions, operating on different levels of the educational system across 8 European countries. Integrated STEM learning activities focusing Agenda 2030 is developed and piloted together with teachers in 7 primary and secondary schools in Haninge municipality in Sweden. Following regular ethical requirements for educational research projects; the research team seeks informed consent from the students’ guardians as the students involved are underaged. The pilot schools in municipality of Haninge are fortunate to have students from all over the world, and a number of families have recently immigrated to Sweden. STEM education has a strong policy focus at European and national levels on widening opportunities for under-represented groups. With the purpose to emphasis informed, we therefore decided to translate the informed consent form to a number of languages [e.g. Arabic, Spanish and Polish] spoken at home in our pilot schools. We would like to invite audience to discuss and share experience in the ethically challenging matter of communicating informed consent in a multilingual school environment with the following suggested prompts.How can we communicate with parents in other languages (and with different cultural expectations) about the potential benefits of research to their children?How can we engage parents from different backgrounds to make them feel part of research and explain the rights of parents and students and the safeguards they can expect?What logistic and costs requirements does this place on research teams? How do we resource teachers and researchers to communicate with parents in multi-lingual environments?
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