Lifelong Learning Programme

This project has been funded with support from the European Commission.
This material reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein

Also available in: bg es it lv pl ro sk en fb

Relevant initiatives

Homepage > Relevant initiatives


Title of Initiative / Project
SAILS - strategies for assessment of inquire learning in science
Name of Organiser
Centre for the Advancement of Science and Mathematics Teaching and Learning (CASTeL)
Start and ending date of the Initiative
Was the initiative carried out in the framework of a funded project?
Funding Programme
7th FP
Title of the project
SAILS - strategies for assessment of inquire learning in science
Centre for the Advancement of Science and Mathematics Teaching and Learning (CASTeL)
Project number
grant agreement no 289085
Type of deliverables
Online course, Teaching Methodology, Video, Didactical resource
Thematic area
Chemistry, Maths, Physics, Biology, Technology, Science
Language of the deliverable
Polish, Other EU, English, Other non EU
Target Group
Teachers, Students
Description of the initiative
The aim of this project is to support teachers in adopting an inquiry approach in teaching science at second level (students aged 12-18 years) across Europe. This will be achieved by utilising existing resources and models for teacher education in IBSE, both pre-service and in-service. In addition to SAILS partners adopting IBSE curricula and implementing teacher education in their countries, the SAILS project will develop appropriate strategies and frameworks for the assessment of IBSE skills and competences and prepare teachers not only to be able to teach through IBSE, but also to be confident and competent in the assessment of their students‟ learning. Through this unified approach of implementing all the necessary components for transforming classroom practice, i.e. teacher education, curriculum and assessment around an IBSE pedagogy, a sustainable model for IBSE will be achieved. SAILS will provide teacher education workshops in IBSE across the twelve participating countries and promote a self-sustaining model encouraging teachers to share experiences and practice of inquiry approaches to teaching, learning and assessment by building a community of practice.
More Information
SAILES project addresses one very important issue in science education, namely the assessment of one type of teaching methodology – the inquiry based learning in science. The resources currently available focus on reports about the assessment framework and practices in the different countries: There are also interviews with experts addressing different issues in inquiry based learning in science. One of the good sides of this initiative is the fact that it offers access to Communities of practice around Europe:
Teachers’ Opinion
Teacher Review Teachers would be interested to see strategies and instruments to assess inquiry based activities. It is important to evaluate the process of learning in science in order to know how to go further and develop the teaching practices.
Students’ Opinion
It is difficult to assess this initiative since it does not give access to learning tools.

Comments on this Relevant initiatives

In order to post a comment it is compulsory to be logged in.

Date: 2015.04.13

Posted by Laura Capella (Italy)

I think that questions and moreover inquiries are unique way to do science properly. It does not exist science where does not exist a question, a doubt, an hypothesis. I can't imagine to do scientific work without any uncertainty. So, why to do didactical work on a scientific subject without a scientific approach but using a dogmatic one. This website try to make teachers more aware of this assesment and to make them to share their experiences. Let's try it!


Dissemination Seminar in Florence

31 October 2015 The seminar has been held in ITIS “A. Meucci” one of the schools involved within Goerudio project activities. Its main aim was to promote the results of the project toward a broad sample of stakeholders even overcrossing the number of people directly involved in the production of project outcomes. This purpose has been totally achieved especially thanks to the participation of students and teachers coming from different schools or from other classes instead of those ones directly involved within the project activities.