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 with detailed...

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Bibliographic Details
Main Authors: Elizabeth Swinbank, Mary Whitehouse, Robin Millar
Format: Article
Language:ces
Published: Karolinum Press 2017-04-01
Series:Scientia in Educatione
Online Access:https://www.ojs.cuni.cz/scied/article/view/752