Embedding Formative Assessment and Promoting Active Learning

Elizabeth Swinbank, Mary Whitehouse, Robin Millar

Abstrakt


In this contribution we outline how the York Science project is using a ‘backward design’ approach to teaching science to students aged 11–14. We then present some examples of formative assessment tasks and show how simple selected-response questions can be modified to provide teachers with detailed information about students’ ideas. Finally we indicate how such tasks can help promote active learning.

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Reference


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