Assessment for Learning in Science Classrooms

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Abstract

Classroom assessment has grown in prominence over the last few decades and particularly the formative approach to instruction through assessment for learning (AfL). is paper draws across a number of studies about classroom talk to make a case for and propose some of the preconditions for e ective feedback through Assessment for Learning interactions in science classrooms. As such, it provides an underpinning for formative pedagogy that structures classroom activities to provide more feedback and so create opportunities for teachers to respond to learners’ needs. Creating e ective pedagogy, where feedback drives future learning, is a complex set of practices that requires both novice and experienced teachers to think carefully how they might build and evolve activities and dialogue, that help students voice and develop their conceptual understanding and an understanding of how they learn.
Original languageEnglish
JournalJournal of Research in STEM Education
Volume1
Issue number2
Publication statusPublished - Dec 2015

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