Literaturnachweis - Detailanzeige
| Autor/inn/en | Keeley, Page; Eberle, Francis; Farrin, Lynn |
|---|---|
| Titel | Formative Assessment Probes: Uncovering Students' Ideas in Science |
| Quelle | In: Science Scope, 28 (2005) 4, S.18-21 (4 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0887-2376 |
| Schlagwörter | Grade 7; Science Teachers; Science Tests; Formative Evaluation; Science Curriculum; Science Education |
| Abstract | Seventh-grade science teacher Sonia Mangano stared at the results of her district's mid-year science assessment and asked herself, "Why is it my students seem to have trouble with matter-related ideas? Our district's spiral science curriculum builds on previous concepts from year to year. Yet these results show my students have difficulty with basic ideas that were introduced well before seventh grade. What is going on here? Why is it so many of my students are failing to grasp the ideas they have been taught?" Formative assessment probes are designed to address difficulties identified in the research on student learning. Information from an assessment probe can be quickly analyzed by a teacher and used to design instruction using strategies that explicitly target their students' ideas and guide them through a conceptual change. The probe may be used before the teaching unit as well as during the unit when feedback may indicate a need to change course and differentiate instruction to meet the needs of students who may be conceptually resistant to ideas that challenge their current conceptions. (Contains 4 figures.) (ERIC). |
| Anmerkungen | National Science Teachers Association, 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782 (Toll Free); Web site: http://www.nsta.org. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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