Embedding Formative Assessment in Science Curriculum
Yue Yin
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Embedding Formative Assessment in Science Curriculum

Impact on Student Motivation, Achievement, and Conceptual Change

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Formative assessment was hypothesized to have a beneficial impact on students' science achievement and conceptual change, either directly or indirectly by enhancing motivation. In this study, formative assessments were designed and embedded within an inquiry science curriculum unit. Twelve middle school science teachers with their students were randomly assigned either to an experimental group (n = 6), provided with embedded formative assessment, or a control group (n = 6). Teachers varied significantly as to their impact on student motivation, achievement, and conceptual change. But the impac...