Stichwort – Formatives Assessment

Formative assessment is considered one of the most effective frameworks to foster learning. It is defined as assessment of student performance aimed at providing diagnostic information to improve teaching and learning. Basic characteristics of formative assessment are the clarification of learning goals, the diagnosis of individual performance, as well as the provision of feedback and individual differentiation based on the diagnostic information. The design of formative assessment varies from spontaneous on-the-fly assessment to planned and formalized curricular-embedded assessment. Studies support the positive effect of formative assessment on learning with its impact varying depending on the concrete implementation. Although there are developments in politics, science, and schools contributing to the implementation of formative assessment, transfer into practice remains challenging. The present paper describes the current state of research by defining and characterizing the construct, presenting empirical results on its efficacy, and by addressing developments and challenges associated with its implementation.     

Tools for Successful Student–Teacher–Scientist Partnerships

Student–teacher–scientist partnership (STSP) programs are cooperative relationships in which students, with the support of their teachers, participate in and contribute to the research of scientists. This paper examines one of the world's largest STSPs—an international environmental science education program called GLOBE (Global Learning and Observations to Benefit the Environment)—and proposes recommendations to scientists about how they can get the most out of their research and teaching relationship with students and their teachers. GLOBE is an international K–12 STSP that engages students in Earth's Systems investigations. Extensive training is needed for students to collect and report accurate data to scientists, and special preparatory curricula are needed to make their partnership effective and motivating. Recognizing these issues, this research was conducted specifically to identify and recommend a set of training material design criteria for implementation of STSPs in the elementary and middle school levels. The conclusions—the result of background research, extensive interviews and consultation with teachers—provide guidance to GLOBE and other STSP programs to enhance the development of effective and engaging training materials.     

Language of instruction and student performance: new insights from research in Tanzania and South Africa

This article, drawing on a set of studies conducted in the framework of the Language of Instruction in Tanzania and South Africa (LOITASA) research project, shows how well African students express themselves if they are allowed to use a familiar African language, and conversely the difficulties they have when forced to use a foreign language, a language they hardly hear and never use outside of school, as a language of instruction. A key finding of the research is that when the foreign language, English in this case, is used, there is a much larger spread in test performance between students. This means that a small group of students succeed while the vast majority sinks. The author therefore argues for working towards a goal whereby African children like children in industrialized countries may study in their own language. Pursuing this goal should be a centrepiece in poverty reduction strategies.