Transforming Assessment

Through an Interplay Between Practice, Research and Policy

  • Jens Dolin
  • Robert Evans

Part of the Contributions from Science Education Research book series (CFSE, volume 4)

Table of contents

  1. Front Matter
    Pages i-xx
  2. Background

    1. Front Matter
      Pages 1-1
    2. Mathias Ropohl, Jan Alexis Nielsen, Christopher Olley, Silke Rönnebeck, Kay Stables
      Pages 3-25
    3. Silke Rönnebeck, Jan Alexis Nielsen, Christopher Olley, Mathias Ropohl, Kay Stables
      Pages 27-52
    4. Jens Dolin, Paul Black, Wynne Harlen, Andrée Tiberghien
      Pages 53-80
  3. Practice

    1. Front Matter
      Pages 81-81
    2. Christine Harrison, Costas P. Constantinou, Catarina F. Correia, Michel Grangeat, Markus Hähkiöniemi, Michalis Livitzis et al.
      Pages 83-107
    3. Jens Dolin, Jesper Bruun, Sanne S. Nielsen, Sofie Birch Jensen, Pasi Nieminen
      Pages 109-140
    4. Florence Le Hebel, Costas P. Constantinou, Alena Hospesova, Regula Grob, Monika Holmeier, Pascale Montpied et al.
      Pages 141-173
    5. Monika Holmeier, Regula Grob, Jan Alexis Nielsen, Silke Rönnebeck, Mathias Ropohl
      Pages 175-208
  4. General Reflections

    1. Front Matter
      Pages 209-209
    2. Robert Evans, David Cross, Michel Grangeat, Laurent Lima, Nadia Nakhili, Elie Rached et al.
      Pages 211-226
    3. Robert Evans, Rose Clesham, Jens Dolin, Alena Hošpesová, Sofie Birch Jensen, Jan Alexis Nielsen et al.
      Pages 227-248
    4. Jens Dolin, Jesper Bruun, Costas P. Constantinou, Justin Dillon, Doris Jorde, Peter Labudde
      Pages 249-278
    5. Jan Alexis Nielsen, Jens Dolin, Sofie Tidemand
      Pages 279-290
  5. Back Matter
    Pages 291-295

About this book


This book reports the results of a research project that investigated assessment methods aimed at supporting and improving inquiry-based approaches in European science, technology and mathematics (STM) education. The findings were used to influence policy makers with guidelines for ensuring that assessment enhances learning.

The book provides insights about:

- The concept of competence within the STM domains and its relevance for education

- The conceptualisation and teaching of four key competences: scientific inquiry, mathematical problem-solving, design processes, and innovation.

- Fundamental aspects of the two main purposes of assessment, formative and summative, the relations between the two purposes and ways of linking them.

- The main challenges related to the uptake of formative assessment in daily teaching-learning practices in STM and specifically, the usability of formative on-the-fly dialogue, structured assessment dialogue, peer assessment and written teacher feedback.

- The systemic support measures and tools teachers need in order to integrate formative assessment of student learning into their classroom practices and how it can conflict with summative assessment practices.

- How research-based strategies for the formative use of assessment can be adapted to various European educational traditions to ensure their effective use and avoid undesirable consequences.

- How relevant stakeholders can be invited to take co-ownership of research results and how a productive partnership between researchers, policy makers, and teachers can be established.

- Concrete research vistas that are still needed in international assessment research.


science education mathematics education technology education educational policy inquiry based teaching ASSIST-ME inquiry learning science and math education transforming assessment methods stakeholders assessment perspectives

Editors and affiliations

  • Jens Dolin
    • 1
  • Robert Evans
    • 2
  1. 1.Department of Science EducationUniversity of CopenhagenCopenhagenDenmark
  2. 2.Department of Science EducationUniversity of CopenhagenCopenhagenDenmark

Bibliographic information

  • DOI
  • Copyright Information Springer International Publishing AG 2018
  • Publisher Name Springer, Cham
  • eBook Packages Education Education (R0)
  • Print ISBN 978-3-319-63247-6
  • Online ISBN 978-3-319-63248-3
  • Series Print ISSN 2213-3623
  • Series Online ISSN 2213-3631
  • Buy this book on publisher's site