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Challenges for European Teachers when Assessing Student Learning to Promote Democratic Citizenship Competences

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Title: Challenges for European Teachers when Assessing Student Learning to Promote Democratic Citizenship Competences
Authors: Nanna Paaske (ORCID 0000-0003-1071-0586), Siri Mohammad-Roe (ORCID 0009-0002-5324-8731), Wouter Smets (ORCID 0000-0002-6570-3116), Ama Amitai, Noami Alexia Randazzo, Lihong Huang (ORCID 0000-0002-0315-4369)
Source: Journal of Social Science Education. 2023 22(3).
Availability: Journal of Social Science Education. Bielefeld University Faculty of Sociology, Universitätsstraße 25, 33615 Bielefeld, Germany. Tel: +49-521-106-3985; Fax: +49-521-106-153986; e-mail: info@jsse.org; Web site: http://www.jsse.org/
Peer Reviewed: Y
Page Count: 23
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Secondary Education
Descriptors: Citizenship Education, Secondary School Students, Formative Evaluation, Student Evaluation, Barriers, Teacher Attitudes, Summative Evaluation, Student Attitudes, Pedagogical Content Knowledge, Foreign Countries, Cross Cultural Studies
Geographic Terms: Europe
ISSN: 1611-9665
1618-5293
Abstract: Purpose: This study investigates the challenges faced by European teachers when assessing student learning of democratic citizenship competences by asking about their experiences and opinions in their teaching practices. Design/methodology/approach: Through focus group interviews conducted with the teachers, we investigate the underlying reasons for teachers' choices of using certain forms of assessment methods while excluding other methods. This paper presents the analysis of interviews with 82 schoolteachers from lower secondary schools in eight European countries (average 19 years of teaching experience) participating in an Erasmus + project. Findings: The teachers' responses uncover a need for teachers to be better equipped with relevant knowledge, tools and approaches to practice formative assessment to develop students' democratic citizenship competences. The current common understanding of the summative assessment of knowledge using simple and standardised tools poses one of the main challenges for teachers to use formative assessment methods. Practical implications: The focus on summative assessment significantly limits the teachers' room to work on democratic citizenship competence. There is a need to strengthen this as a democratic citizenship education as a cross-curricular element in education, with an emphasis on formative assessment, to monitor and support students' democratic values and attitudes.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1407807
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Challenges for European Teachers when Assessing Student Learning to Promote Democratic Citizenship Competences
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  Data: <searchLink fieldCode="AR" term="%22Nanna+Paaske%22">Nanna Paaske</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1071-0586">0000-0003-1071-0586</externalLink>)<br /><searchLink fieldCode="AR" term="%22Siri+Mohammad-Roe%22">Siri Mohammad-Roe</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-5324-8731">0009-0002-5324-8731</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wouter+Smets%22">Wouter Smets</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6570-3116">0000-0002-6570-3116</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ama+Amitai%22">Ama Amitai</searchLink><br /><searchLink fieldCode="AR" term="%22Noami+Alexia+Randazzo%22">Noami Alexia Randazzo</searchLink><br /><searchLink fieldCode="AR" term="%22Lihong+Huang%22">Lihong Huang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0315-4369">0000-0002-0315-4369</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Social+Science+Education%22"><i>Journal of Social Science Education</i></searchLink>. 2023 22(3).
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  Data: Journal of Social Science Education. Bielefeld University Faculty of Sociology, Universitätsstraße 25, 33615 Bielefeld, Germany. Tel: +49-521-106-3985; Fax: +49-521-106-153986; e-mail: info@jsse.org; Web site: http://www.jsse.org/
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  Data: Y
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  Data: 23
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  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Citizenship+Education%22">Citizenship Education</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Formative+Evaluation%22">Formative Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Summative+Evaluation%22">Summative Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Cross+Cultural+Studies%22">Cross Cultural Studies</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Europe%22">Europe</searchLink>
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  Data: 1611-9665<br />1618-5293
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This study investigates the challenges faced by European teachers when assessing student learning of democratic citizenship competences by asking about their experiences and opinions in their teaching practices. Design/methodology/approach: Through focus group interviews conducted with the teachers, we investigate the underlying reasons for teachers' choices of using certain forms of assessment methods while excluding other methods. This paper presents the analysis of interviews with 82 schoolteachers from lower secondary schools in eight European countries (average 19 years of teaching experience) participating in an Erasmus + project. Findings: The teachers' responses uncover a need for teachers to be better equipped with relevant knowledge, tools and approaches to practice formative assessment to develop students' democratic citizenship competences. The current common understanding of the summative assessment of knowledge using simple and standardised tools poses one of the main challenges for teachers to use formative assessment methods. Practical implications: The focus on summative assessment significantly limits the teachers' room to work on democratic citizenship competence. There is a need to strengthen this as a democratic citizenship education as a cross-curricular element in education, with an emphasis on formative assessment, to monitor and support students' democratic values and attitudes.
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  Data: As Provided
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  Data: 2024
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  Label: Accession Number
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  Data: EJ1407807
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      Pagination:
        PageCount: 23
    Subjects:
      – SubjectFull: Citizenship Education
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Formative Evaluation
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Summative Evaluation
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Pedagogical Content Knowledge
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Cross Cultural Studies
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      – SubjectFull: Europe
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    Titles:
      – TitleFull: Challenges for European Teachers when Assessing Student Learning to Promote Democratic Citizenship Competences
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            NameFull: Nanna Paaske
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