Abstract
This chapter will identify and outline current gaps in research into assessment practice and tie the results of the ASSIST-ME project onto this outline. In this way, the chapter will present concrete research vistas that are still needed in international assessment research. The chapter concludes with a key theme that appears across many of the chapters in this volume, namely, issues concerning the operationalisation of complex learning goals into teaching and assessment activities.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Andrade, H. L. (2012). Classroom assessment in the context of learning theory and research. In J. H. McMillan (Ed.), SAGE handbook of research on classroom assessment (pp. 17–34). Thousand Oaks: SAGE Publications.
Belova, N., Dittmar, J., Hansson, L., Hofstein, A., Nielsen, J. A., Sjöström, J., & Eilks, I. (in press). Cross-curricular goals and raising the relevance of science education. In K. Hahl, K. Juuti, J. Lampiselkä, J. Lavonen, & A. Uitto (Eds.), Cognitive and affective aspects in science education research: Selected papers from the ESERA 2015 conference. Rotterdam: Springer.
Bernholt, S., Rönnebeck, S., Ropohl, M., Köller, O., & Parchmann, I. (2013). Report on current state of the art in formative and summative assessment in IBE in STM-Part 1. ASSIST-ME Report Series, 1.
Biggs, J. B., & Collis, K. F. (2014). Evaluating the quality of learning: The SOLO taxonomy, Structure of the observed learning outcome. New York: Academic.
Brookhart, S. M. (2012). Grading. In J. H. McMillan (Ed.), SAGE handbook of research on classroom assessment (pp. 257–272). Thousand Oaks: SAGE Publications.
Bungum, B. (2006). Transferring and transforming technology education: A study of Norwegian teachers’ perceptions of ideas from design & technology. International Journal of Technology and Design Education, 16(1), 31–52.
Campbell, C. (2012). Research on teacher competency in classroom assessment. In J. H. McMillan (Ed.), SAGE handbook of research on classroom assessment (pp. 71–84). Thousand Oaks: SAGE Publications.
Chevallard, Y. (1991). La transposition didactique – du savoir savant au savoir enseigné. Grenoble: La Pensée Sauvage.
Cowie, B. (2012). Assessment in the science classroom: Priorities, practices. And prospects. In J. H. McMillan (Ed.), SAGE handbook of research on classroom assessment (pp. 473–488). Thousand Oaks: SAGE Publications.
Danish Ministry of Education. (2013). Bekendtgørelse om uddannelsen til studentereksamen. Nr 776 af 26/06/2013 (Executive Order nr. 776 of 26/06/2013). Copenhagen: Danish Ministry of Education.
Desurmont, A., Forsthuber, B., & Oberheidt, S. (2008). Levels of autonomy and responsibilities of teachers in Europe. Eurydice. Available from: EU Bookshop.
Dolin, J. (2012). ASSIST-ME project proposal. Copenhagen.
Dolin, J. (2016). Idealer og realiteter i målorienteret undervisning. [Ideals and realities in goal-oriented teaching]. Cursiv, 19(1), 67–87.
Drost, E. A. (2011). Validity and reliability in social science research. Education Research and Perspectives, 38(1), 105.
Dysthe, O., Engelsen, K. S., Madsen, T., & Wittek, L. (2008). A theory-based discussion of assessment criteria – The balance between explicitness and negotiation. In A. Havnes & L. McDowell (Eds.), Balancing dilemmas in assessment and learning in contemporary education (pp. 121–131). New York: Routledge.
Kattmann, U., Duit, R., Gropengiesser, H., & Komorek, M. (1996). Educational reconstruction – Bringing together issues of scientific clarification and students' conceptions. NARST, 1996, 22.
Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory Into Practice, 41(4), 212–218.
McMillan, J. H. (2012). Why we need research on classroom assessment. In J. H. McMillan (Ed.), SAGE handbook of research on classroom assessment (pp. 3–16). Thousand Oaks: SAGE Publications.
Moss, P. A. (2008). Sociocultural implications for assessment I: Classroom assessment. In P. A. Moss, D. C. Pullin, J. P. Gee, E. H. Haertel, & L. J. Young (Eds.), Assessment, equity, and opportunity to learn (pp. 222–258). Cambridge: Cambridge University Press.
Newton, P., & Shaw, S. (2014). Validity in educational and psychological assessment. London: SAGE Publications.
Nielsen, J. A. (2015). Assessment of innovation competency: A thematic analysis of upper secondary school teachers’ talk. The Journal of Educational Research, 108(4), 318–330. doi:10.1080/00220671.2014.886178.
Nielsen, J. A., & Dolin, J. (2016). Evaluering mellem mestring og præstation. [Assessment between mastery and performance]. MONA, 2016(1), 51–62.
Randel, B., & Clark, T. (2012). Measuring classroom assessment practices. In J. H. McMillan (Ed.), SAGE handbook of research on classroom assessment (pp. 145–164). Thousand Oaks: SAGE Publications.
Rönnebeck, S., Bernholt, S., & Ropohl, M. (2016). Searching for a common ground –A literature review of empirical research on scientific inquiry activities. Studies in Science Education, 52(2), 161–197.
Ruiz-Primo, M., & Li, M. (2012). Examining formative feedback in the classroom context: New research perspectives. In J. H. McMillan (Ed.), SAGE handbook of research on classroom assessment (pp. 215–232). Thousand Oaks: SAGE publications.
Schneider, M. C., & Andrade, H. (2013). Teachers’ and administrators’ use of evidence of student learning to take action: Conclusions drawn from a special issue on formative assessment. Applied Measurement in Education, 26(3), 159–162. doi:10.1080/08957347.2013.793189.
Sjöström, J., & Eilks, I. (2017). Reconsidering different visions of scientific literacy and science education based on the concept of Bildung. In Y. J. Dori, Z. Mevarech, & D. Bake (Eds.), Cognition, metacognition, and culture in STEM education. Dordrecht: Springer.
Star, S. L., & Griesemer, J. R. (1989). Institutional ecology, ‘Translations’ and boundary objects: Amateurs and professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39. Social Studies of Science, 19(3), 387–420. doi:10.1177/030631289019003001.
Torrance, H. (2007). Assessment as learning? How the use of explicit learning objectives, assessment criteria and feedback in post-secondary education and training can come to dominate learning. 1. Assessment in Education: Principles, Policy & Practice, 14(3), 281–294. doi:10.1080/09695940701591867.
Wiek, A., Bernstein, M., Foley, R., Cohen, M., Forrest, N., Kuzdas, C., … Keeler, L. (2015). Operationalising competencies in higher education for sustainable development. In M. Barth, G. Michelsen, M. Rieckmann, & I. Thomas (Eds.), Handbook of higher education for sustainable development. Routledge (pp. 241–260). London: Routledge.
Wilson, M. (2009). Measuring progressions: Assessment structures underlying a learning progression. Journal of Research in Science Teaching, 46(6), 716–730.
Winsløw, C. (2011). Anthropological theory of didactic phenomena: Some examples and principles of its use in the study of mathematics education. In M. Bosch (Ed.), Un panorama de la TAD. An overview of ATD, CRM documents (Vol. 10, pp. 117–138). Barcelona: Centre de Recerca Matemàtica.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer International Publishing AG
About this chapter
Cite this chapter
Nielsen, J.A., Dolin, J., Tidemand, S. (2018). Transforming Assessment Research: Recommendations for Future Research. In: Dolin, J., Evans, R. (eds) Transforming Assessment. Contributions from Science Education Research, vol 4. Springer, Cham. https://doi.org/10.1007/978-3-319-63248-3_11
Download citation
DOI: https://doi.org/10.1007/978-3-319-63248-3_11
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-63247-6
Online ISBN: 978-3-319-63248-3
eBook Packages: EducationEducation (R0)