Understanding Gaps in Teacher Interpretation of Formative Assessment Evidence

Autor/in	Bansal, Garima
Titel	Understanding Gaps in Teacher Interpretation of Formative Assessment Evidence
Quelle	In: School Science Review, 101 (2020) 377, S.67-72 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6811
Schlagwörter	Formative Evaluation; Task Analysis; Secondary School Students; Science Instruction; Feedback (Response); Teaching Methods; Units of Study; Secondary School Science; Indians; Science Teachers; Beginning Teachers; Foreign Countries; Visual Aids; Student Attitudes; Student Evaluation; Genetics; Error Correction; Scientific Concepts + Suchen Sie Ihr Suchwort? Aufgabenanalyse; Sekundarschüler; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lerneinheit; Inder; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Ausland; Anschauungsmaterial; Schülerverhalten; Schulnote; Studentische Bewertung; Humangenetik; Korrektur
Abstract	Formative assessment in science has long been reported to support students' scientific understanding. It involves teachers gathering assessment evidence, interpreting it in the light of learning goals and providing feedback to bridge the gap between students' current state of understanding and the desired educational goals. This study examines how problems in planning and implementation of an assessment task, in the context of a unit on asexual reproduction in secondary school science, may result in loss of its learning potential. It is suggested that beneath incorrect responses lie distinct cognitive rules used by students. It is crucial to pay attention to these rules and use this information to develop corrective instruction. A repertoire of skills to support teachers' interpretation of assessment evidence is identified. (As Provided).
Anmerkungen	Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01