Aim of the course
This Learning Unit equips educators and other stakeholders with practical knowledge, frameworks and tools for assessing and evaluating Environment-Based Learning (EBL) approaches in STEM education within disadvantaged contexts. Drawing on principles of formative and summative assessment, learners explore how to design context-sensitive assessment strategies, gather meaningful evaluation data, and use evidence to strengthen teaching practice. The unit aims to improve the quality of the student experience and the effectiveness of EBL-based STEM teaching for those who need it most.
Main ideas
- Effective assessment in EBL-STEM reflects how students learn: through inquiry, observation, measurement and collaboration, not only through recall.
- Formative assessment supports learning in progress; summative assessment records what has been achieved. Both are necessary in EBL-STEM contexts.
- Programme evaluation asks whether an EBL approach is working overall, for which learners, and under what conditions – going beyond individual lesson assessment.
- Socio-economic and environmental factors in disadvantaged contexts shape what students can demonstrate and must inform how assessment is designed.
- Assessment and evaluation evidence has value only when it is used: good practice means acting on findings to improve teaching, resources and the student experience.
Course Features
- Lectures 8
- Quizzes 2
- Duration 10 weeks
- Skill level All levels
- Language English
- Students 0
- Assessments Yes
Curriculum
- 3 Sections
- 8 Lessons
- 10 Weeks
Expand all sectionsCollapse all sections
- Assessing EBL-STEM Learning in Disadvantaged Contexts4
- Evaluating Impact and Using Evidence to Improve Practice4
- To learn out more2
