Transparency in assessment criterion and the role of continuous feedback: towards mechanical learning or vice versa?
Date and time
Location
Q.227, Level 2, Kwong Lee Dow Building
234 Queensberry Street Melbourne Graduate School of Education The University of Melbourne, VIC 3010 AustraliaDescription
Mathematics Education Group Research Seminar Presents:
Laura Tuohilampi
Transparency in assessment criterion and the role of continuous feedback: towards mechanical learning or vice versa?
Much research have shown that transparency in assessment criterion, as well as continuous feedback support learning. In a project implemented in the Mathematics department in the University of Helsinki, these two factors are seen as a form to elicit deeper and more complex thinking. However, some researchers have claimed that too much transparency could lead to instrumentalization. In that case the students might just superficially follow the criterion, and use the continuous feedback to correct their performance instead of really deeper in their thinking. As we have found it problematic not to provide students with feedback, or to keep the assessment criterion unclarified, we wanted to investigate the desirable balance between too much or too little of transparency plus guiding feedback. In the presentation, I will describe our assessment-centred project in Helsinki, provide a tentative analysis of the data collected during the course, and elaborate the question: How did the assessment criterion and continuous feedback, combined with technology-based learning environment and tasks that support making connections affect students learning during the course?
Laura Tuohilampi is an associate professor in mathematics education in the University of Helsinki, Finland. Her research interests address affect, engagement and the social and contextual aspects of learning. She has published a book in Finland called Math Hunger, claiming that people would be hungry for learning mathematics, if that would be properly served.
https://tuhat.helsinki.fi/portal/en/persons/laura-tuohilampi(43e871f1-d026-492b-80d9-24a9c890f936).html https://www.researchgate.net/profile/Laura_Tuohilampi
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Socioscientific Issues (SSI) is uniquely positioned as a sociocultural process within a progressive science education framework. This is what makes SSI viewed as “Science-in-Context.” It requires a blend of socioscientific reasoning as well as the exercise of socioscientific perspective taking (SSPT). Surprisingly, SSI also affords an opportunity for serendipity, that may be thought of as the gift of finding, by the combination of chance and wisdom, certain valuable or agreeable things not sought, while in pursuit of something else. From a pedagogical stance, SSI may be thought of as a kind of discovery made because the individual is mentally equipped not to disregard or overlook something new or strange while on the quest for another goal. The aim of this talk is to provide the salient historical and current research that is part of the SSI framework connected to these claims.
Dr. Dana L. Zeidler is the Distinguished University Professor of Science Education at the University of South Florida in Tampa, USA. He has developed an international research program in the field of Science Education centered on Socioscientific Issues, that takes a sociocultural approach to teaching and learning about how moral and ethical issues can be a means to foster the formation of character in the pursuit of scientific literacy. His research has attracted international attention and has been cited approximately 10,350 times both within and external to the community of science education. He is the current Co-Editor of the Journal of Research in Science Teaching and a Past President of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research.