Assessing Learning in Informal Science Contexts
نویسندگان
چکیده
This paper is primarily concerned with the assessment of outcomes in informal settings with a particular focus on science learning. An examination of hypothesized or presumed outcomes (both intended and serendipitous) of informal science learning experiences leads on to a critical analysis of the methodologies and methods used to assess those outcomes across a wide range of contexts. The evidence provided by assessment and evaluation studies from the USA and overseas is used in two ways. Firstly, overarching lessons and trends which emerge are described. Secondly, having clarified what is known about the role of assessment in informal science learning, a prospective research agenda is outlined for consideration. The paper is divided into four sections. Part 1, Assessment and Informal Settings, addresses the theoretical underpinnings of assessment in informal settings. In it, we describe relevant theories of learning and assessment. What to assess and various methodologies are also described. Part 2, Assessment Approaches Used in Informal Settings, attempts to map wellrecognized assessment methods on to the informal learning environment, taking into consideration the unique characteristics of learning in informal settings. We draw, primarily, from the literature related to assessing science learning in formal settings. We address the role of individual and social groups, the effects of assessment on learning and examine how assessment can promote learning outcomes. Part 3, What We Have Learned addresses the diversity and complexity of assessing science learning in informal contexts and analyzes the strengths and shortcomings of a sample of studies. Part 4, Promising Future Directions, examines the potential of new approaches for assessing science learning in informal learning environments. In addition to matching the unique qualities of the informal science learning experiences to assessment methodologies and methods, we suggest an emphasis on the theoretical underpinnings of an emerging discipline and a systematic approach to future assessment of learning. Assessing Learning in Informal Science Contexts
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