Elizabeth Swinbank, Mary Whitehouse, Robin Millar
Embedding Formative Assessment and Promoting Active Learning
Číslo: Special Issue/2017
Periodikum: Scientia in educatione
Klíčová slova: formative assessment, diagnostic questions, backward design, Formativní hodnocení, diagnostické otázky, zpětný design
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Anotace:
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.