000			01880nam a22002417a 4500
003			OSt
005			20220325150035.0
008			210820b ||||| |||| 00| 0 eng d
020			_a9780792367697
040			_ckinley
082			_a507.1093 BEL
100			_aBell, Beverley.
245			_aFormative assessment and science education / _cBeverley Bell, Bronwen Cowie.
260			_aDordrecht : _bKluwer Academic Publishers, _c2001.
300			_avii, 145 p. : _c23 cm.
504			_aIncludes bibliographical references and index.
520			_a 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.
650			_aScience _vEvaluation. _vNew Zealand _xStudy and teaching
650			_aEffective teaching _zNew Zealand.
650			_aInteraction analysis in education.
700			_aCowie, Bronwen.
942			_2ddc _cBK
999			_c14952 _d14952