FaSMEd

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* FaSMED (dutch)

Contents

General

  • European project
  • Improving Progress for Lower Achievers through Formative Assessment in Science and Mathematics Education (FaSMED)
  • 2014-2016, budget is €1.9M
  • Sponsors: FP7 Award: Science in Society - Research in the role of teaching methods and assessment methods in addressing low achievement in the field of Mathematics, Science and Technology

Improving Progress for Lower Achievers through Formative Assessment in Science and Mathematics Education (FaSMEd) Start date: January 2014 End date: December 2016

logo_fasmed_thumb.jpg


Partners

  • University of Newcastle upon Tyne: David Wright, Jill Clark
  • Utrecht University: Marja van den Heuvel-Panhuizen, Paul Leseman
  • University of Nottingham
  • Ecole Normale Superieure de Lyon
  • National Univerity of Ireland Maynooth
  • Pädagogische Hochschule Freiburg
  • Universita degli Studi di Torino
  • African Institute for Mathematical Sciences Schools Enrichment Centre
  • Hochskolen i Sor-Trondelag


Background

Improving Progress for Lower Achievers through Formative Assessment in Science and Mathematics Education (FaSMEd) aims to research the use of technology in formative assessment classroom practices in ways that allow teachers to respond to the emerging needs of low achieving learners in mathematics and science so that they are better motivated in their learning of these important subjects. This project is aimed at working with the most challenging learners in science and mathematics education across eight countries. One of the partners is the African Institute for Mathematical Sciences (AIMS), based at Stellenbosch University in South Africa and Professor Brink was instrumental in its foundation. We believe that Professor Brink’s interest in the continued development of AIMS and its enlargement into the African Institute for Mathematical Sciences Schools Enrichment Centre (AIMSSEC) provides a clear justification for his involvement in the launch of the project and will provoke wider interest in the community.

This international project will adapt and develop existing research-informed pedagogical interventions (developed by the partners), suited to implementation at scale, for working with low attaining pupils and transforming teaching.

The objectives for the project are to:

  • produce a toolkit for teachers to support the development of practice. (NB. The expression ‘toolkit’ refers to a set of curriculum materials and methods for didactical intervention)
  • produce a professional development resource that exemplifies use of the toolkit.
  • offer approaches for the use of new technologies to support the formative assessment of lower achieving students
  • develop sustainable assessment and feedback practices that improve attainment in mathematics and science for the targeted students.
  • disseminate the outcomes of the project in the form of online resources, academic and professional publications, conference presentations as well as policy briefs to government agencies at a regional, National, European and International level.
  • challenge stereotyped attitudes and practices which raise anxiety on the part of teachers and students : research shows that anxiety and stereotyped attitudes have a strong impact on achievement in mathematics and this may also be the case for science.

References

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