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020 |a9780306472275|9978-0-306-47227-5
024 7 |a10.1007/0-306-47227-9|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aQ181-183.4
072 7|aJNU|2bicssc
072 7|aPD|2bicssc
072 7|aSCI063000|2bisacsh
072 7|aJNU|2thema
072 7|aPD|2thema
082 04|a507.1|223
090 |aDK/9828
100 1 |aBell, Nigel.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
245 10|aFormative Assessment and Science Education|h[electronic resource] /|cby Nigel Bell, B. Cowie.
250 |a1st ed. 2001.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2001.
300 |aVIII, 148 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aContemporary Trends and Issues in Science Education,|x1878-0784 ;|v12
505 0 |aA 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.
520 |aFormative 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 0|aScience|xStudy and teaching.
650 0|aEducational tests and measurements.
650 0|aLearning, Psychology of.
650 0|aEducation.
650 14|aScience Education.
650 24|aAssessment and Testing.
650 24|aInstructional Psychology.
650 24|aEducation.
700 1 |aCowie, B.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9780792367680
776 08|iPrinted edition:|z9780792367697
776 08|iPrinted edition:|z9789401741804
830 0|aContemporary Trends and Issues in Science Education,|x1878-0784 ;|v12
856 40|uhttps://doi.org/10.1007/0-306-47227-9
912 |aZDB-2-SHU
912 |aZDB-2-SXED
912 |aZDB-2-BAE
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)