Using Formative Assessment to Build Coherence Between Educational Policy and Classroom Practice: A Case Study Using Inquiry in Science

Abstract

In this paper we argue that the complexity of education systems can lead to a lack of coherence in the implementation of policy. More effective educational change requires policy-makers and researchers to pay more attention to supporting teachers in classrooms. As an example, we consider decades of research attempts in STEM education to implement learning through inquiry and note there has been little change in teaching practices in classrooms. Using formative assessment in science education as a case study, we developed a rubric for teachers that embeds key aspects of the desired pedagogy. We argue this builds teachers’ confidence to implement the change in their classrooms and we claim this same principle may apply to the development of rubrics for in other disciplines, and easily incorporated by researchers into professional learning programs.