NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ633523
Record Type: CIJE
Publication Date: 2001
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0036-6811
Feedback in Questioning and Marking: The Science Teacher's Role in Formative Assessment.
Black, Paul; Harrison, Christine
School Science Review, v82 n301 p55-61 Jun 2001
Describes some outcomes of a project in which teachers from six schools developed formative assessment in their science classrooms. Discusses three main areas of work: (1) questioning in classroom dialogue; (2) quality of such questions; and (3) feedback on homework. Indicates that teachers saw that the changes were transferring more of the responsibility for the learning work to students. (Contains 11 references.) (Author/ASK)
Publication Type: Journal Articles; Reports - Descriptive; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A