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Learning and Assessment Tasks  \nDragica Triviü, Odilla Finlayson, James Lovatt, Lorraine McCormack  \nWhy is this topic important in Pre-Service teacher (PST) education?  \nIn previous chapters, the complexity of perspectives on learning and the challenging abstract nature of chemistry concepts have been highlighted. It is clear from these discussions that teaching and learning of chemistry is multifaceted and not simplistic. In order to teach effectively, PSTs need to be able to design and plan learning sequences that help learners construct an understanding of chemistry concepts. Furthermore, as part of these learning sequences, they need to embed opportunities to determine whether students have constructed or understood these concepts in a meaningful way. In this chapter we will provide a theoretical background as well as practical examples demonstrating how these essential teaching skills can be developed by PSTs.  \nWhat is covered in this chapter?  \nThis chapter builds upon what has been discussed in other chapters such as ‘Educational Theories and How Students Learn Chemistry: Practice what you Preach’, ‘Understanding and Using Chemistry Curricula for Effective Teaching’ and ‘Students’ Alternative  \nConceptions and Ways to Overcome them and focusses on enabling the chemistry PST to develop competence in planning appropriate teaching/learning/assessment processes for their classes.  \nIn the ¿rst section oI this chapter a theoretical Iramework gives background inIormation  \non designing learning and assessment tasks. Learning and assessment are fundamentally entwined, thus rich learning tasks can also serve as valuable assessment tasks. It is important to realise that the triumvirate of assessment practices, curricula and learning pedagogies are all inter-related and that each must complement the other for effective learning. One of the challenges in PST education is to break down their prior experiences of schooling in terms of learning and assessment and to ensure that PSTs experience varied approaches and assessment practices within their education programmes.  \nIn the second section of this chapter, four examples of good practice will be provided. These will outline strategies to introduce PSTs to learning and assessment task design. All four demonstrate the interrelatedness of learning and assessment, though in the discussion, the ¿rst two will be predominatel\\ e[plained in the conte[t oI learning task design 􀀋planning􀀏 sequencing, cognitive development) and the emphasis in the second two examples will concentrate on assessment 􀀋peer􀀐learning􀀏 criteria􀀐based and assessment oI discourse􀀌 .  \nTheoretical Framework  \nThis section highlights the importance of design of learning tasks and the basis of assessment.  \nDragica Triviü􀀏 2dilla )inla\\son􀀏 -ames /ovatt􀀏 /orraine McCormack  \nLearning Tasks  \nLearning science is associated with constructing meaning and developing an understanding oI the world around us. Teachers need to engage students in interesting scienti¿c scenarios 􀀋situations􀀏 events􀀏 tasks and activities􀀌 that provide opportunities Ior development oI questioning / investigation skills, conceptual understanding and thinking skills through reflection on the process.  \nA core teacher competence is the ability to plan and design such learning tasks. In the process oI planning􀀏 the teacher combines knowledge and skills Irom various ¿elds oI chemistr\\􀀏 chemistry didactics, pedagogy and psychology. The teacher selects the chemistry facts, concepts and examples, decides on the level of explanation and determines the teaching and learning methods, experiments, necessary equipment and other aids according to the teaching and learning aims and outcomes. They design learning tasks according to their teaching and learning aims and outcomes and deploy extensive repertoires of skills and strategies􀀏 bearing in mind the particular stu","cbCaia2H5xO3pZT8","https://ap.wps.com/l/cbCaia2H5xO3pZT8","pdf",1343091,24,"English","# Why is this topic important in Pre-Service teacher (PST) education?\n## What is covered in this chapter?\n# Theoretical Framework\n## Learning Tasks","[{\"question\":\"Why is learning and assessment task design important for pre-service teacher education?\",\"answer\":\"Because learning and assessment are inter-related, PSTs need experiences with varied approaches so they can plan teaching that supports meaningful student understanding, especially in complex chemistry concepts.\"},{\"question\":\"What does designing learning tasks involve for chemistry teachers?\",\"answer\":\"Teachers select chemistry facts and concepts, set explanation levels, choose teaching and learning methods, plan experiments and resources, and design tasks aligned with teaching and learning aims and outcomes.\"},{\"question\":\"How can rich learning tasks also function as assessment tasks?\",\"answer\":\"By embedding opportunities within learning sequences to determine whether students have constructed and understood key concepts in a meaningful way.\"}]","Design of Learning and Assessment Tasks | PDF",1791161959]