Embedding Formative Assessment and Promoting Active Learning

  • Elizabeth Swinbank Univerzita Karlova v Praze, Matematicko-fyzikální fakulta
  • Mary Whitehouse University of York
  • Robin Millar University of York


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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