Challenging and Expanding Science Teachers’ Assessment Repertoires Through Social Moderation
(English)In: Assessment in education: Principles, Policy & Practice, ISSN 0969-594X, E-ISSN 1465-329XArticle in journal (Refereed) Submitted
Curriculumreforms in Sweden have gradually shifted science education syllabi towards amore citizen-oriented science. Swedish science teachers have expresseduncertainty how to assess new syllabi standards concerning communication,source critique and decision-making. Research indicates that assessmentmoderation meetings, where teachers meet and assess together, are more helpfulto teachers in development of a joint assessment practice than externallyproduced tests. This article reports from an intervention study thatinvestigates the possibilities for using assessment moderation meetings forexpanding teachers’ assessment repertoires for challenging aspects of thescience subjects’ syllabi. Assessment moderation meetings were studied in twoschools with different discourses for assessing science and analysed with thetheory of expansive learning. Teachers for one of the schools constantlyelicited science and interpreted students’ answers, whereas the teachers fromthe other school demanded that their students elaborated scientific aspects intheir replies and expressed themselves clearly. The teachers in both schoolsalso expanded their assessment practices in different directions depending onhow they identified contradictions between prior assessment practices and newdemands. The meetings forced the teachers to listen to the multiple voices inthe group and negotiate collective changes in the assessment practice. However,teachers could choose not to follow the expansions of their colleagues.
assessment, science education, scientific literacy, decision-making, moderation, expansive learning
Research subject Science Education
IdentifiersURN: urn:nbn:se:su:diva-119875OAI: oai:DiVA.org:su-119875DiVA: diva2:849115