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...
| Main Authors: | , , |
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| Format: | Article |
| Language: | ces |
| Published: |
Karolinum Press
2017-04-01
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| Series: | Scientia in Educatione |
| Online Access: | http://www.scied.cz/index.php/scied/article/view/752 |
| Summary: | 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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| ISSN: | 1804-7106 |