FP7 321428 (CP_FP7-SiS.2012.2.2.3-1) ASSIST-ME (Assess Inquiry in Science, Technology and Mathematics Education)
FP7 321428 (CP_FP7-SiS.2012.2.2.3-1) 
ASSIST-ME (Assess Inquiry in Science, Technology and Mathematics Education)
Doba řešení projektu: 2013-2016
Žadatel: University of Copenhagen, Department of Science Education (Coordinator)
(Partneři):
University of Kiel, Leibniz Institute for Science and Mathematics Education, Germany
University of Cyprus, Department of Educational Sciences, Learning in Science Group, Cyprus
Fachhochschule Nordwestschweiz, Pädagogische Hochschule, Centre for Science and Technology Education, Switzerland
Centre National de la Recherche Scientifique, Lyon, France
King's College London, Department of Education & Professional Studies, UK
University of Jyväskylä, Department of Teacher Education, Finland
University Joseph Fourier Grenoble 1, Teacher Education Institute, Educational Science Laboratory, France
University of South Bohemia, Czech Republic
Pearson Education International, UK
Anotace:
Výzkumný projekt ověřující možné postupy formativního hodnocení při badatelsky orientované výuce přírodovědných oborů a matematiky.
Cílem tohoto výzkumného projektu je:
- vytvořit a ověřit sadu konkrétních postupů hodnocení
- využít takto vzniklou výzkumnou databázi k vytvoření metodických materiálů.
ASSIST-ME is a high level research project with a societal impact that will investigate formative and summative assessment methods to support and to improve inquiry-based approaches in European science, technology and mathematics (STM) education.
Based on an analysis of what is known about summative and formative assessment of knowledge, skills and attitudes related to key STM competences and an analysis of European educational systems, the project will design a range of combined assessment methods. These methods will be tested in primary and secondary schools in different educational cultures in Europe in order to analyse the conditions that support or undermine the uptake of formative assessment related to inquiry processes.
The resulting synthesis of opportunities and restrictions for implementing an assessment culture using both formative and summative approaches will be evaluated and discussed in relevant forums in order to formulate guidelines and recommendations for policy makers, curriculum developers, teacher trainers and other stakeholders in the different European educational systems.
Řešitelský tým: Iva Stuchlíková, Iva Žlábková, Alena Hošpesová, Jana Kouřilová, Yvona Mazehóová, Markéta Váchová, Dalibor Kučera, Lukáš Rokos, Jan Petr, Miroslav Papáček, Tomáš Ditrich, Radka Závodská
