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Formative Assessment and Science Education

  • Book
  • © 2001

Overview

Authors:
  1. Beverley Bell

    1. University of Waikato, Hamilton, New Zealand

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    You can also search for this author in PubMed   Google Scholar

  2. Bronwen Cowie

    1. University of Waikato, Hamilton, New Zealand

    View author publications

    You can also search for this author in PubMed   Google Scholar

Part of the book series: Contemporary Trends and Issues in Science Education (CTISE, volume 12)

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Table of contents (8 chapters)

  1. Front Matter

    Pages i-vii
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  2. Introduction

    • Beverley Bell, Bronwen Cowie
    Pages 1-10

  3. A Review of the Relevant Literature

    • Beverley Bell, Bronwen Cowie
    Pages 11-24

  4. A Case Study of Formative Assessment

    • Beverley Bell, Bronwen Cowie
    Pages 25-61

  5. The Characteristics of Formative Assessment

    • Beverley Bell, Bronwen Cowie
    Pages 62-79

  6. A Model of Formative Assessment

    • Beverley Bell, Bronwen Cowie
    Pages 80-94

  7. Cameos of Formative Assessment

    • Beverley Bell, Bronwen Cowie
    Pages 95-112

  8. Learning and Formative Assessment

    • Beverley Bell, Bronwen Cowie
    Pages 113-129

  9. Doing Formative Assessment

    • Beverley Bell, Bronwen Cowie
    Pages 130-136

  10. Back Matter

    Pages 137-146
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Keywords

About this book

Formative 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.

Authors and Affiliations

  • University of Waikato, Hamilton, New Zealand

    Beverley Bell, Bronwen Cowie

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