Evaluating design-based formative assessment practices in outdoor science teaching

Abstract

Background and purpose: Research in formative assessment often pays close attention to the strategies which can be used by teachers. However, less emphasis in the literature seems to have been paid to study the application of formative assessment designs in practice. In this paper, we argue that a formative assessment design that we call Eva-Mapping, which is developed on the principles of design-based research, can be a productive starting point for disseminating and further developing formative assessment practices in outdoor science teaching.

Sample, design and methods: We conducted an evaluation of the design, based on video-elicited focus group interviews with two groups of experienced science teachers. Both groups consisted of teachers who taught science outside the classroom on a regular basis. These groups watched identical video sequences which were recorded during lessons in which teachers applied the formative assessment design. These sequences focused on formative assessment in pairs, in small groups, or in whole class sessions. Afterwards, the teachers discussed each sequence. These discussions were audio recorded and later transcribed. The transcriptions were analysed using content analysis.

Findings: By analysing the interview data, we identified two categories of context-determining factors that influenced the formative assessment design (namely, Resources or Lack of Resources and The Outdoors) and three mechanisms that influenced the assessment process (namely, Teacher Involvement, Structure in Peer Assessment and Knowledge Sharing). Finally, we identified four perceived outcomes of the formative assessment design: Enthusiasm, Knowledge Application, Acquirements and Insight into the Learning Processes.

Conclusion: We suggest that knowledge within the identified categories can provide useful guidelines for the future development of formative assessment in science teaching that integrates the outdoors. This is because such knowledge forms part of teachers’ perceptions regarding the acceptability and utility of the formative assessment design. In addition, our study contributes to evidence within an underexplored aspect of formal outdoor science education.

Keywords:

• Cognitive mapping
• design-based research
• formative assessment
• outdoor science education

Notes

1. In Denmark, Natural Science and Technology is a compulsory subject from the first to the sixth grade (mean ages 7–12). It integrates teaching in various environments, including local areas and natural environments. Therefore, science teaching in the outdoors is relatively common in Denmark. The curriculum for first and second grades includes six skills and knowledge areas: (1) investigation, (2) technology and resources in everyday life, (3) senses of the human being, (4) studies of sound, light and shadow, (5) studies of animals, plants and fungi in the surrounding environment and (6). the different states of water. The curriculum for fifth and sixth graders includes five skills and knowledge areas: (1) investigation, (2) study of substances and materials, (3) diet and exercise, (4) areas of nature and (5) light. As such, the content of Natural Science and Technology is prescriptive but Danish teachers have ‘freedom of methods’, which means that they can use the methods they consider most appropriate for the purpose.