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Student explanations of their science teachers’ assessments, grading practices and how they learn science

Del Carmen Gomez, María (2016) In Cultural Studies of Science Education p.1-20
Abstract

The current paper draws on data generated through group interviews with students who were involved in a larger ethnographic research project performed in three science classrooms. The purpose of the study from which this data was generated, was to understand science teachers’ assessment practices in an upper-secondary school in Sweden. During group interviews students were asked about their conceptions of what were the assessment priority of teachers, why the students were silent during lecturing and their experiences regarding peer- and self-assessments. The research design and analysis of the findings derives from what students told us about their assessments and learning sciences experiences. Students related that besides the results... (More)

The current paper draws on data generated through group interviews with students who were involved in a larger ethnographic research project performed in three science classrooms. The purpose of the study from which this data was generated, was to understand science teachers’ assessment practices in an upper-secondary school in Sweden. During group interviews students were asked about their conceptions of what were the assessment priority of teachers, why the students were silent during lecturing and their experiences regarding peer- and self-assessments. The research design and analysis of the findings derives from what students told us about their assessments and learning sciences experiences. Students related that besides the results of the written test, they do not know what else teachers assessed and used to determine their grades. It was also found that students did not participate in the discussion on science because of peer-pressure and a fear of disappointing their peers. Student silence is also linked with student conceptions of science learning and student experiences with methodologies of teaching and learning sciences.

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author
publishing date
type
Contribution to journal
publication status
epub
subject
keywords
Science learning, Student perspectives, Swedish upper-secondary school, Teacher’s assessment
in
Cultural Studies of Science Education
pages
20 pages
publisher
Springer Netherlands
external identifiers
  • scopus:84983740481
ISSN
1871-1502
DOI
10.1007/s11422-016-9740-x
language
English
LU publication?
no
id
b5d3f231-7fe4-4ecc-b2cc-1a424bdb8778
date added to LUP
2016-12-02 08:11:53
date last changed
2017-01-01 08:41:25
@article{b5d3f231-7fe4-4ecc-b2cc-1a424bdb8778,
  abstract     = {<p>The current paper draws on data generated through group interviews with students who were involved in a larger ethnographic research project performed in three science classrooms. The purpose of the study from which this data was generated, was to understand science teachers’ assessment practices in an upper-secondary school in Sweden. During group interviews students were asked about their conceptions of what were the assessment priority of teachers, why the students were silent during lecturing and their experiences regarding peer- and self-assessments. The research design and analysis of the findings derives from what students told us about their assessments and learning sciences experiences. Students related that besides the results of the written test, they do not know what else teachers assessed and used to determine their grades. It was also found that students did not participate in the discussion on science because of peer-pressure and a fear of disappointing their peers. Student silence is also linked with student conceptions of science learning and student experiences with methodologies of teaching and learning sciences.</p>},
  author       = {Del Carmen Gomez, María},
  issn         = {1871-1502},
  keyword      = {Science learning,Student perspectives,Swedish upper-secondary school,Teacher’s assessment},
  language     = {eng},
  month        = {08},
  pages        = {1--20},
  publisher    = {Springer Netherlands},
  series       = {Cultural Studies of Science Education},
  title        = {Student explanations of their science teachers’ assessments, grading practices and how they learn science},
  url          = {http://dx.doi.org/10.1007/s11422-016-9740-x},
  year         = {2016},
}