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International Journal of Science Education Volume 43, 2021 - Issue 3: Developing formative assessment in STEM classrooms
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Analysing formal formative assessment activities in the context of inquiry at primary and upper secondary school in Switzerland

Regula Groba Unité de recherche « Enseignement et apprentissage des disciplines scientifiques (EADS) », University of Teacher Education HEP-PH Fribourg, Fribourg, Switzerland;b University of Teacher Education UTE Lucerne, Luzern, SwitzerlandCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-6182-8061View further author information
ORCID Icon,
Monika Holmeierc Centre for Science and Technology Education, University of Applied Science and Arts Northwestern Switzerland, Muttenz, SwitzerlandORCID Iconhttps://orcid.org/0000-0002-9560-1401View further author information
ORCID Icon &
Peter Labuddec Centre for Science and Technology Education, University of Applied Science and Arts Northwestern Switzerland, Muttenz, SwitzerlandView further author information
Pages 407-427 | Received 26 Oct 2018, Accepted 31 Aug 2019, Published online: 08 Oct 2019

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Read on this site (6)

Daniel Asamoah, Masitah Shahrill & Siti Norhedayah Abdul Latif. (2023) Towards developing classroom assessment literacy: Exploring teachers’ approaches to assessment across cultures. Cogent Education 10:2.
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Ching-Sui Hung & Hsin-Kai Wu. (2023) High school science teachers’ assessment literacy for inquiry-based science instruction. International Journal of Science Education 0:0, pages 1-22.
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Pablo Antonio Archila, Gissel Gravier, Laura Levy, Brigithe Tatiana Ortiz, Alejandra Rodríguez, Luciana Wilches, Anne-Marie Truscott de Mejía & Silvia Restrepo. (2022) Using formal and informal formative assessment to support bilingual argument mapping in university bilingual science courses. International Journal of Bilingual Education and Bilingualism 25:9, pages 3420-3435.
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Pablo Antonio Archila, Valentina Barbosa, Gissel Gravier, Laura Levy, Brigithe Tatiana Ortiz, Luciana Wilches, Anne-Marie Truscott de Mejía & Silvia Restrepo. (2022) Integrating peer feedback and instructor feedback to support the construction of bilingual scientific argument maps. International Journal of Science Education 44:15, pages 2283-2305.
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Michel Grangeat, Christine Harrison & Jens Dolin. (2021) Exploring assessment in STEM inquiry learning classrooms. International Journal of Science Education 43:3, pages 345-361.
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Bronwen Cowie & Christine Harrison. (2021) The what, when & how factors: reflections on classroom assessment in the service of inquiry. International Journal of Science Education 43:3, pages 449-465.
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Articles from other publishers (5)

Sandra Zulliger, Alois Buholzer & Merle Ruelmann. (2022) Observed Quality of Formative Peer and Self-Assessment in Everyday Mathematics Teaching and its Effects on Student Performance. European Journal of Educational Research 11:2, pages 663-680.
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Weiping Hu & Xipei Guo. (2021) Toward the Development of Key Competencies: A Conceptual Framework for the STEM Curriculum Design and a Case Study. Frontiers in Education 6.
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Eleni Demosthenous, Constantinos Christou & Demetra Pitta-Pantazi. (2021) Mathematics Classroom Assessment: A Framework for Designing Assessment Tasks and Interpreting Students’ Responses. European Journal of Investigation in Health, Psychology and Education 11:3, pages 1088-1106.
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Effrat Akiri, Hrisilda Matathia Tor & Yehudit Judy Dori. (2021) Teaching and Assessment Methods: STEM Teachers’ Perceptions and Implementation. Eurasia Journal of Mathematics, Science and Technology Education 17:6, pages em1969.
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Halima Lajane, Rachid Gouifrane, Rabia Qaisar, Ghizlane Chemsi & Mohamed Radid. (2020) Perceptions, Practices, and Challenges of Formative Assessment in Initial Nursing Education. The Open Nursing Journal 14:1, pages 180-189.
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