Embedding Formative Assessment and Promoting Active Learning
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 wit...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Book |
| Published: |
Karolinum Press,
2017-04-01T00:00:00Z.
|
| Subjects: | |
| Online Access: | Connect to this object online. |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
MARC
| LEADER | 00000 am a22000003u 4500 | ||
|---|---|---|---|
| 001 | doaj_d5c8a9d93bb143d190ce85043e01df9c | ||
| 042 | |a dc | ||
| 100 | 1 | 0 | |a Elizabeth Swinbank |e author |
| 700 | 1 | 0 | |a Mary Whitehouse |e author |
| 700 | 1 | 0 | |a Robin Millar |e author |
| 245 | 0 | 0 | |a Embedding Formative Assessment and Promoting Active Learning |
| 260 | |b Karolinum Press, |c 2017-04-01T00:00:00Z. | ||
| 500 | |a 1804-7106 | ||
| 520 | |a 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. | ||
| 546 | |a CS | ||
| 546 | |a EN | ||
| 546 | |a SK | ||
| 690 | |a Education | ||
| 690 | |a L | ||
| 655 | 7 | |a article |2 local | |
| 786 | 0 | |n Scientia in Educatione, Vol 8, Iss 0 (2017) | |
| 787 | 0 | |n http://www.scied.cz/index.php/scied/article/view/752 | |
| 787 | 0 | |n https://doaj.org/toc/1804-7106 | |
| 856 | 4 | 1 | |u https://doaj.org/article/d5c8a9d93bb143d190ce85043e01df9c |z Connect to this object online. |