Roles and Forms of Assessment of Modelling in Secondary Physics Education in School Practice

A learning path on modelling and experimentation with ICT has been developed for lower secondary physics education. To monitor student progress on this learning path, several forms of assessment have been used. In this paper, the advantages and disadvantages of several forms of assessment of modelling are discussed. Modelling offers possibilities for self-correction by students, especially if modelling is combined with animation. We recommend to assess computer modelling and ICTsupported experimentation not only with hands-on tasks but also with pencil-andpaper tasks, whether the purpose is formative or summative