Context-based assessment : Creating opportunities for resonance between classroom fields and societal fields

Journal article


Bellocchi, Alberto, King, Donna T. and Ritchie, Stephen M.. (2016). Context-based assessment : Creating opportunities for resonance between classroom fields and societal fields. International Journal of Science Education. 38(8), pp. 1304-1342. https://doi.org/10.1080/09500693.2016.1189107
AuthorsBellocchi, Alberto, King, Donna T. and Ritchie, Stephen M.
Abstract

There is on-going international interest in the relationships between assessment instruments, students’ understanding of science concepts and context-based curriculum approaches. This study extends earlier research showing that students can develop connections between contexts and concepts – called fluid transitions – when studying context-based courses. We provide an in-depth investigation of one student’s experiences with multiple contextual assessment instruments that were associated with a context-based course. We analyzed the student’s responses to context-based assessment instruments to determine the extent to which contextual tests, reports of field investigations, and extended experimental investigations afforded her opportunities to make connections between contexts and concepts. A system of categorizing student responses was developed that can inform other educators when analyzing student responses to contextual assessment. We also refine the theoretical construct of fluid transitions that informed the study initially. Implications for curriculum and assessment design are provided in light of the findings.

Keywordscontext based; contextual assessment; chemistry education; assessment; fluid transitions; resonance
Year2016
JournalInternational Journal of Science Education
Journal citation38 (8), pp. 1304-1342
PublisherRoutledge
ISSN0950-0693
Digital Object Identifier (DOI)https://doi.org/10.1080/09500693.2016.1189107
Scopus EID2-s2.0-84969838826
Research or scholarlyResearch
Page range1304-1342
FunderAustralian Research Council
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online26 May 2016
Publication process dates
Accepted09 May 2016
Deposited16 Jul 2021
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDARC/DE160101053
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