NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ912499
Record Type: Journal
Publication Date: 2011-Jan
Pages: 6
Abstractor: As Provided
Reference Count: 13
ISBN: N/A
ISSN: ISSN-0036-8555
Assessment "for" Learning: Using Formative Assessment in Problem- and Project-Based Learning
Trauth-Nare, Amy; Buck, Gayle
Science Teacher, v78 n1 p34-39 Jan 2011
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.)
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
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A