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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