- Title
- Formative Assessment for Quality Environmental Learning in Natural Sciences Classrooms
- Creator
- Mgoqi, Nomvuyo
- Creator
- Schudel, Ingrid J
- Subject
- To be catalogued
- Date Issued
- 2021
- Date
- 2021
- Type
- text
- Type
- book chapter
- Identifier
- http://hdl.handle.net/10962/435127
- Identifier
- vital:73132
- Identifier
- ISBN 9781928502241
- Identifier
- https://library.oapen.org/handle/20.500.12657/64082
- Description
- The study that informs this chapter aimed at exploring how teachers used formative assessment strategies to support higher order thinking in environmental topics taught in Natural Sciences classrooms (Mgoqi 2019). Higher order thinking is used widely by educational curriculum developers and assessment experts to design test items that measure a variety of thinking skills (Haladyna 2004). For example, the Curriculum Assessment Policy Statement (CAPS) Natural Sciences developers have framed low, middle and high order cognitive levels for guiding classroom assessment (South Africa DBE 2011). These levels describe the way in which learners are expected to work with knowledge as follows: knowing (low order); understanding and applying (medium order); and evaluating, analysing and synthesising (high order). These cognitive levels are closely linked to Bloom’s Taxonomy of Learning which Zohar and Dori (2003) used to describe higher order thinking as analysing, evaluating and creating. These latter three levels build on the lower order thinking levels of remembering, understanding and applying. These higher order thinking skills are important for environmental learning which promotes ‘critical thinking, understanding complex systems, imagining future scenarios, and making decisions in a participatory and collaborative way’ (Unesco 2014: 33). In this chapter, a revised Bloom’s Taxonomy as proposed by Krathwohl (2002) is discussed and used as a lens to review the cognitive levels evident in the activities planned and implemented by teachers.
- Format
- 14 pages
- Format
- Publisher
- African Minds
- Language
- English
- Relation
- Mgoqi, N. and Schudel, I., Formative Assessment for Quality Environmental Learning in Natural Sciences Classrooms. Teaching and Learning for Change, p.239
- Rights
- Publisher
- Rights
- Use of this resource is governed by the terms and conditions of the OAPEN Statement (https://library.oapen.org/handle/20.500.12657/23440)
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SDG 17. Partnerships for the Goals
SDG 04. Quality Education
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Formative Assessment for Quality Environmental.pdf | 3 MB | Adobe Acrobat PDF | View Details Download |