Embedding Formative Assessment and Promoting Active Learning

Elizabeth Swinbank; Mary Whitehouse; Robin Millar

doi:10.14712/18047106.752

Vol. 8 (2017): Keynotes and selected papers from the International Conference on Physics Education, ICPE-EPEC 2013 (Special Issue) Selected papers

Embedding Formative Assessment and Promoting Active Learning

Elizabeth Swinbank, ¹ Mary Whitehouse, ¹ Robin Millar, ¹

University of York

DOI: https://doi.org/10.14712/18047106.752

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Swinbank, E., Whitehouse, M., & Millar, R. (2017). Embedding Formative Assessment and Promoting Active Learning. Scientia in Educatione, 8. https://doi.org/10.14712/18047106.752

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Abstract

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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Scientia in educatione

Embedding Formative Assessment and Promoting Active Learning

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