Embedding Formative Assessment and Promoting Active Learning

Embedding Formative Assessment and Promoting Active Learning

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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:http://www.scied.cz/index.php/scied/article/view/752
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spelling doaj-d5c8a9d93bb143d190ce85043e01df9c2021-04-02T09:49:13ZcesKarolinum PressScientia in Educatione1804-71062017-04-0180475Embedding Formative Assessment and Promoting Active LearningElizabeth Swinbank0Mary Whitehouse1Robin Millar2University of YorkUniversity of YorkUniversity of YorkIn 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.http://www.scied.cz/index.php/scied/article/view/752
collection DOAJ
language ces
format Article
sources DOAJ
author Elizabeth Swinbank
Mary Whitehouse
Robin Millar
spellingShingle Elizabeth Swinbank
Mary Whitehouse
Robin Millar
Embedding Formative Assessment and Promoting Active Learning
Scientia in Educatione
author_facet Elizabeth Swinbank
Mary Whitehouse
Robin Millar
author_sort Elizabeth Swinbank
title Embedding Formative Assessment and Promoting Active Learning
title_short Embedding Formative Assessment and Promoting Active Learning
title_full Embedding Formative Assessment and Promoting Active Learning
title_fullStr Embedding Formative Assessment and Promoting Active Learning
title_full_unstemmed Embedding Formative Assessment and Promoting Active Learning
title_sort embedding formative assessment and promoting active learning
publisher Karolinum Press
series Scientia in Educatione
issn 1804-7106
publishDate 2017-04-01
description 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.
url http://www.scied.cz/index.php/scied/article/view/752
work_keys_str_mv AT elizabethswinbank embeddingformativeassessmentandpromotingactivelearning
AT marywhitehouse embeddingformativeassessmentandpromotingactivelearning
AT robinmillar embeddingformativeassessmentandpromotingactivelearning
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