Assessment for learning: Science teachers' ideas on assessment of core competences in science understanding

[EN] This study has two objectives: to describe the nature of the main competencies to acquire in the context of experimental sciences and its implications for assessment, and to analyse the kinds of task preferred by teachers for their assessment. Four basic competencies, whose importance is specia...

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Detalles Bibliográficos
Autores: Pérez de Landazabal, M. Carmen, Varela Nieto, Paloma, Alonso-Tapia, Jesús
Tipo de recurso: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2012
País:España
Institución:Consejo Superior de Investigaciones Científicas (CSIC)
Repositorio:DIGITAL.CSIC. Repositorio Institucional del CSIC
OAI Identifier:oai:digital.csic.es:10261/274974
Acceso en línea:http://hdl.handle.net/10261/274974
Access Level:acceso abierto
Palabra clave:Assessment
Competencies
Text comprehension
Understanding of tables
Comprensión de gráficos
Pensamiento científico
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spelling Assessment for learning: Science teachers' ideas on assessment of core competences in science understandingEvaluar para el aprendizaje: ideas de los profesores de ciencias sobre cómo evaluar competencias fundamentales para comprender la cienciaPérez de Landazabal, M. CarmenVarela Nieto, PalomaAlonso-Tapia, JesúsAssessmentCompetenciesText comprehensionUnderstanding of tablesComprensión de gráficosPensamiento científico[EN] This study has two objectives: to describe the nature of the main competencies to acquire in the context of experimental sciences and its implications for assessment, and to analyse the kinds of task preferred by teachers for their assessment. Four basic competencies, whose importance is specially underlined in the Spanish curriculum, have been considered: Conceptual understanding, Scientific text comprehension, Tables and graphs understanding, and Use of scientific thinking. Five different complexity levels for assessing the degree of each competence acquisition have been established. Our data, obtained from a sample of 30 Spanish Secondary School teachers, show that teachers tend to assess mainly Conceptual understanding no matter the level of difficulty, secondly, Use of scientific thinking conceived as solving standard problems, and finally, assessment of Text, Table and Graph understanding presents a great scattering, depending on the level of task difficulty. ANOVA results show that, in general, tasks implying lower levels of cognitive demand are used more often than most difficult tasks. Finally, to identify teachers' profiles in relation to the kinds of task they use, a correlation analysis has been done.[ES] El estudio tiene dos objetivos: describir las características de las principales competencias a adquirir en ciencias experimentales y analizar los tipos de tareas preferidos por los profesores para su evaluación. En el marco del currículo español se han considerado cuatro competencias básicas: Comprensión de conceptos, de textos científicos, de tablas y gráficos, y Uso del pensamiento científico, estableciendo en cada una de ellas cinco niveles de complejidad para evaluar el grado de adquisición. Los resultados, obtenidos a partir de una muestra de 30 profesores de Educación Secundaria, señalan que la Comprensión conceptual es la competencia más evaluada, independientemente de su nivel de dificultad. En segundo lugar aparece la evaluación del Uso del pensamiento científico, entendido restrictivamente como resolución de problemas estándar. Por último, la evaluación de la Comprensión de textos y de Tablas y gráficos presenta una gran dispersión en función de su nivel de dificultad. El Anova realizado muestra que, en general, las tareas más utilizadas son las que implican un nivel inferior de demanda cognitiva. También se ha efectuado un análisis de correlación con el objetivo de identificar la existencia en el profesorado de perfiles conforme al tipo de tareas utilizadas en su evaluación.This research was supported by the grant of the Spanish Ministry of Science and Innovation, EDU2009- 11765EDUC.Peer reviewedTaylor & FrancisMinisterio de Ciencia e Innovación (España)Consejo Superior de Investigaciones Científicas [https://ror.org/02gfc7t72]202220222012info:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6501Postprintinfo:eu-repo/semantics/acceptedVersionhttp://hdl.handle.net/10261/274974reponame:DIGITAL.CSIC. Repositorio Institucional del CSICinstname:Consejo Superior de Investigaciones Científicas (CSIC)Ingléshttps://doi.org/10.1174/021037012800218023Síinfo:eu-repo/semantics/openAccessoai:digital.csic.es:10261/2749742026-05-22T06:33:51Z
dc.title.none.fl_str_mv Assessment for learning: Science teachers' ideas on assessment of core competences in science understanding
Evaluar para el aprendizaje: ideas de los profesores de ciencias sobre cómo evaluar competencias fundamentales para comprender la ciencia
title Assessment for learning: Science teachers' ideas on assessment of core competences in science understanding
spellingShingle Assessment for learning: Science teachers' ideas on assessment of core competences in science understanding
Pérez de Landazabal, M. Carmen
Assessment
Competencies
Text comprehension
Understanding of tables
Comprensión de gráficos
Pensamiento científico
title_short Assessment for learning: Science teachers' ideas on assessment of core competences in science understanding
title_full Assessment for learning: Science teachers' ideas on assessment of core competences in science understanding
title_fullStr Assessment for learning: Science teachers' ideas on assessment of core competences in science understanding
title_full_unstemmed Assessment for learning: Science teachers' ideas on assessment of core competences in science understanding
title_sort Assessment for learning: Science teachers' ideas on assessment of core competences in science understanding
dc.creator.none.fl_str_mv Pérez de Landazabal, M. Carmen
Varela Nieto, Paloma
Alonso-Tapia, Jesús
author Pérez de Landazabal, M. Carmen
author_facet Pérez de Landazabal, M. Carmen
Varela Nieto, Paloma
Alonso-Tapia, Jesús
author_role author
author2 Varela Nieto, Paloma
Alonso-Tapia, Jesús
author2_role author
author
dc.contributor.none.fl_str_mv Ministerio de Ciencia e Innovación (España)
Consejo Superior de Investigaciones Científicas [https://ror.org/02gfc7t72]
dc.subject.none.fl_str_mv Assessment
Competencies
Text comprehension
Understanding of tables
Comprensión de gráficos
Pensamiento científico
topic Assessment
Competencies
Text comprehension
Understanding of tables
Comprensión de gráficos
Pensamiento científico
description [EN] This study has two objectives: to describe the nature of the main competencies to acquire in the context of experimental sciences and its implications for assessment, and to analyse the kinds of task preferred by teachers for their assessment. Four basic competencies, whose importance is specially underlined in the Spanish curriculum, have been considered: Conceptual understanding, Scientific text comprehension, Tables and graphs understanding, and Use of scientific thinking. Five different complexity levels for assessing the degree of each competence acquisition have been established. Our data, obtained from a sample of 30 Spanish Secondary School teachers, show that teachers tend to assess mainly Conceptual understanding no matter the level of difficulty, secondly, Use of scientific thinking conceived as solving standard problems, and finally, assessment of Text, Table and Graph understanding presents a great scattering, depending on the level of task difficulty. ANOVA results show that, in general, tasks implying lower levels of cognitive demand are used more often than most difficult tasks. Finally, to identify teachers' profiles in relation to the kinds of task they use, a correlation analysis has been done.
publishDate 2012
dc.date.none.fl_str_mv 2012
2022
2022
dc.type.none.fl_str_mv info:eu-repo/semantics/article
http://purl.org/coar/resource_type/c_6501
Postprint
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10261/274974
url http://hdl.handle.net/10261/274974
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv https://doi.org/10.1174/021037012800218023
Sí
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Taylor & Francis
publisher.none.fl_str_mv Taylor & Francis
dc.source.none.fl_str_mv reponame:DIGITAL.CSIC. Repositorio Institucional del CSIC
instname:Consejo Superior de Investigaciones Científicas (CSIC)
instname_str Consejo Superior de Investigaciones Científicas (CSIC)
reponame_str DIGITAL.CSIC. Repositorio Institucional del CSIC
collection DIGITAL.CSIC. Repositorio Institucional del CSIC
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15.811543

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