Teachers’ design and use of rubrics and modeling activities for formative assessment of lower secondary school students’ modeling competence in science

Sanne Schnell Nielsen

Teachers’ design and use of rubrics and modeling activities for formative assessment of lower secondary school students’ modeling competence in science

Publikation: Konferencebidrag uden forlag/tidsskrift › Poster › Forskning › peer review

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Abstract

Modeling competence plays a central role in the recently revised science curriculum in Denmark.

Teachers are requested to assess students learning progress targeting the modeling competence in their daily teaching. Accordingly, the teachers must understand this competence and have suitable assessment criteria and methods at hand.

However, the curriculum descriptions of the modeling competence concept is only phrased in general terms and not based on a systematic framework.

Originalsprog	Engelsk
Publikationsdato	aug. 2017
Status	Udgivet - aug. 2017
Begivenhed	ESERA 2017 - Dublin City University, Dublin, Irland Varighed: 21 aug. 2017 → 25 aug. 2017 Konferencens nummer: 17 https://keynote.conference-services.net/resources/444/5233/pdf/ESERA2017_0773_paper.pdf

Konference

Konference	ESERA 2017
Nummer	17
Lokation	Dublin City University
Land/Område	Irland
By	Dublin
Periode	21/08/17 → 25/08/17
Internetadresse	https://keynote.conference-services.net/resources/444/5233/pdf/ESERA2017_0773_paper.pdf

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abstract = "Modeling competence plays a central role in the recently revised science curriculum in Denmark. Teachers are requested to assess students learning progress targeting the modeling competence in their daily teaching. Accordingly, the teachers must understand this competence and have suitable assessment criteria and methods at hand.However, the curriculum descriptions of the modeling competence concept is only phrased in general terms and not based on a systematic framework. ",

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M3 - Poster

T2 - ESERA 2017

Y2 - 21 August 2017 through 25 August 2017

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Teachers’ design and use of rubrics and modeling activities for formative assessment of lower secondary school students’ modeling competence in science

Abstract

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