Feedback in Questioning and Marking: The Science Teacher's Role in Formative Assessment

Research output: Contribution to journalArticlepeer-review

Abstract

Describes some outcomes of a project in which teachers from six schools developed formative assessment in their science classrooms. Discusses three main areas of work: (1) questioning in classroom dialogue; (2) quality of such questions; and (3) feedback on homework. Indicates that teachers saw that the changes were transferring more of the responsibility for the learning work to students. (Contains 11 references.) (Author/ASK)
Original languageEnglish
Pages (from-to)55 - 61
Number of pages7
JournalSCHOOL SCIENCE REVIEW
Volume82
Issue number301
Publication statusPublished - 2001

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