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11. Assessment in inquiry-based STEM education: International experiences from research and practice
Tuesday 22nd August Symposia Session I, 09:00 - 11:00
This symposium brings together four international perspectives on assessment of student learning in the context of inquiry-based STEM teaching. The four papers focus on experiences from research and practice in seven European countries. The first paper functions as an overview and presents recent findings about assessment in inquiry-based STEM teaching. More specifically it explores the challenges and opportunities of increasing the uptake of inquiry-based teaching through the development of assessment methods. Further, based on cross-national research, the paper presents two different ways in which formative and summative assessment can be linked. The second paper explores the extent to which specific assessment tools for written feedback can guide teachers to diagnose students’ level of attainment of inquiry competences and provide feedback. The paper presents research from Switzerland, Germany and Denmark. The third paper focuses on ‘on-the-fly’ interactions between teachers and students as well as factors which seem to facilitate or impede teachers’ attempts to guide students towards inquiry learning goals. The paper presents research from England, Cyprus, Finland and France. The fourth paper explores an innovative assessment method – structured assessment dialogues – that are meant to be brief ritualised subject-specific conversations in the teaching that focus on assessment of student learning involving an entire class in different assessment-roles. The paper presents research from Denmark, Finland and England.

Chairperson: Jan Alexis Nielsen, University of Copenhagen, Denmark
Discussant: Bronwen Cowie, University of Waikato, New Zealand

S11.1.1.1 Linking formative and summative assessment of inquiry competences in STEM
Jens Dolin*, Robert Evans, Jan Alexis Nielsen
University of Copenhagen, Denmark
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S11.1.1.2 Supporting student learning in scientific inquiry: The potential of teachers’ written feedback
Monika Holmeier*1, Regula Grob1, Jan Alexis Nielsen2, Sofie Tidemand2, Silke Rönnebeck3, Mathias Ropohl4
1University of Applied Sciences and Arts Northwestern Switzerland, Switzerland, 2University of Copenhagen, Denmark, 3Kiel University, Germany, 4Leibniz-Institute for Science and Mathematics Education (IPN), Germany
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S11.1.1.3 Using interactions-on-the-fly interactions in inquiry classrooms
Christine Harrison*1, Catarina Correia1, Natasha Serret1, Michalis Livitziis2, Nicos Papadouris2, Constantinos P. Constantinou2, Pasi Nieminen3, Markus Hähkiöniemi3, Jouni Viiri3, Michel Grangeat4, Ellie Rached4
1King's College London, UK, 2University of Cyprus, Cyprus, 3University of Jyväskylä, Finland, 4Université Grenoble Alpes, France
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S11.1.1.4 The design and implementation of an assessment method combining formative and summative use of assessment
Sanne Schnell Nielsen*1, Jens Dolin1, Jesper Bruun1, Sofie Birch Jensen2
1University of Copenhagen, Denmark, 2King's College London, UK
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