Formative Assessment and Science Education / Edition 1

by Nigel Bell, B. Cowie

Overview

Formative Assessment and Science Education documents the findings of a research project which investigated the ways in which teachers and students used formative assessment to improve the teaching and learning of science in some New Zealand classrooms. The research documented in this book used the definition of formative assessment as ‘the process used by teachers and students to recognise and respond to students' learning, in order to enhance that learning, during the learning'.

The book contains one detailed case study from the research, as well as cameos of instances of formative assessment. The book also contains two summaries of the research findings - a model developed to describe the process of formative assessment used by the teachers and students involved in the research, and a summary of the characteristics of formative assessment. The findings are also theorised with respect to sociocultural and discursive views of learning.

This research will be of interest to graduate students and researchers, as well as teacher educators, curriculum developers, and assessment specialists.

Product Details

ISBN-13:	9780792367697
Publisher:	Springer Netherlands
Publication date:	12/31/2000
Series:	Contemporary Trends and Issues in Science Education , #12
Edition description:	2001
Pages:	148
Product dimensions:	6.10(w) x 9.25(h) x 0.36(d)

Table of Contents

A Review of the Relevant Literature.- A Case Study of Formative Assessment.- The Characteristics of Formative Assessment.- A Model of Formative Assessment.- Cameos of Formative Assessment.- Learning and Formative Assessment.- Doing Formative Assessment.

Editorial Reviews

Bell and Cowie (University of Waikato) investigate the ways in which teachers and students used formative assessments to improve the teaching and learning of science in some New Zealand classrooms. The research documented in this book used the definition of formative assessment as "the process used by teachers and students to recognize and respond to students learning, in order to enhance that learning, during the learning." The book contains one detailed case study as well as cameos of instances of formative assessment. It also contains two summaries of the research findings, including a model to describe formative assessment and a summary of its characteristics. The findings are analyzed with an eye to socio-cultural and discursive views of learning. Annotation c. Book News, Inc., Portland, OR (booknews.com)

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