Literaturnachweis - Detailanzeige
| Autor/inn/en | Trauth-Nare, Amy; Buck, Gayle |
|---|---|
| Titel | Assessment "for" Learning: Using Formative Assessment in Problem- and Project-Based Learning |
| Quelle | In: Science Teacher, 78 (2011) 1, S.34-39 (6 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0036-8555 |
| Schlagwörter | Formative Evaluation; Problem Based Learning; Student Projects; Active Learning; Science Instruction; Feedback (Response); Student Evaluation; Teaching Methods |
| Abstract | Due to the student-centered nature of problem-based learning (PBL) and project-based science (PBS), it is easy for teachers "not" to provide students with adequate feedback or enough support to promote critical thinking. However, research has shown that PBL and PBS are most effective when appropriate learning goals are defined, embedded supports and feedback are part of instruction, and there are multiple opportunities for self-assessment and revision (Barron et al. 1998). Instructional supports for student learning come in many forms. In this article, the authors describe how formative assessment can be used to support PBL and PBS to maximize student achievement. (Contains 7 figures.) (As Provided). |
| Anmerkungen | National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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