The Characteristics of Formative Assessment in Science Education
Beverley Bell, Bronwen Cowie September 2001 Science Education v85 n5 p536-553
This article in Science Education defines formative assessment as the process used by teachers and students to recognize and respond to student learning in order to enhance that learning. The article describes the findings of a two-year research project in New Zealand. It describes three assessments in education that highlight the need for teachers to do formative assessment: continuous summative assessment, multiple purposes for assessment and teaching, and assessment for conceptual development.
Subject: Education:Assessment Resource Type: Pedagogic Resources:Research Results, Journal Article Grade Level: College Lower (13-14), High School (9-12)
