Embedding Formative Assessment and Promoting Active Learning
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How to Cite

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

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