Creative story writing: formatively assessing graph construction

Garima Bansal

Creative story writing: formatively assessing graph construction

Garima Bansal

Australian Council for Educational Research (ACER)

Research output: Other contribution

Abstract

This blog highlights findings from an action research project undertaken with STEM learners in a secondary school located in a cosmopolitan city in India. The skills developed through the formative assessment task are: problem-solving, creativity, thinking critically, comprehending, communicating and working with data (available in different forms), ability to make inferences and predictions. Following graph construction as a part of curricular goals, the author engaged learners in story writing tasks in order to contextualise graph instruction.

Original language	English
Publication status	Published - Mar 2018

Keywords

Creative writing
STEM
Secondary schools
India
Assessment
Problem solving

Disciplines

Education
Educational Assessment, Evaluation, and Research

Access to Document

https://www.ukfiet.org/2018/creative-story-writing-formatively-assessing-graph-construction/

Cite this

@misc{dd6a76dda15a4562bdf00d840ad0457b,

title = "Creative story writing: formatively assessing graph construction",

abstract = " This blog highlights findings from an action research project undertaken with STEM learners in a secondary school located in a cosmopolitan city in India. The skills developed through the formative assessment task are: problem-solving, creativity, thinking critically, comprehending, communicating and working with data (available in different forms), ability to make inferences and predictions. Following graph construction as a part of curricular goals, the author engaged learners in story writing tasks in order to contextualise graph instruction. ",

keywords = "Creative writing, STEM, Secondary schools, India, Assessment, Problem solving",

author = "Garima Bansal",

note = "{"}Students cannot learn in school everything they will need to know in adult life. What they must acquire is the prerequisite for successful learning in future life{"} (OECD, 1999). In the present day world where opportunities to learn, both in formal and informal settings, have grown exponentially, it seems essential to design learning assessments that develop skills and abilities required to undertake activities throughout life.",

year = "2018",

month = mar,

language = "English",

type = "Other",

}

TY - GEN

T1 - Creative story writing: formatively assessing graph construction

AU - Bansal, Garima

N1 - "Students cannot learn in school everything they will need to know in adult life. What they must acquire is the prerequisite for successful learning in future life" (OECD, 1999). In the present day world where opportunities to learn, both in formal and informal settings, have grown exponentially, it seems essential to design learning assessments that develop skills and abilities required to undertake activities throughout life.

PY - 2018/3

Y1 - 2018/3

N2 - This blog highlights findings from an action research project undertaken with STEM learners in a secondary school located in a cosmopolitan city in India. The skills developed through the formative assessment task are: problem-solving, creativity, thinking critically, comprehending, communicating and working with data (available in different forms), ability to make inferences and predictions. Following graph construction as a part of curricular goals, the author engaged learners in story writing tasks in order to contextualise graph instruction.

AB - This blog highlights findings from an action research project undertaken with STEM learners in a secondary school located in a cosmopolitan city in India. The skills developed through the formative assessment task are: problem-solving, creativity, thinking critically, comprehending, communicating and working with data (available in different forms), ability to make inferences and predictions. Following graph construction as a part of curricular goals, the author engaged learners in story writing tasks in order to contextualise graph instruction.

KW - Creative writing

KW - STEM

KW - Secondary schools

KW - India

KW - Assessment

KW - Problem solving

M3 - Other contribution

ER -