By B. Bell, B. Cowie
This paintings records the findings of a study venture which investigated the ways that academics and scholars used formative evaluate to enhance the instructing and studying of technological know-how in a few New Zealand school rooms. it will likely be of curiosity to graduate scholars and researchers, in addition to instructor educators, curriculum builders, and evaluate experts.
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Extra info for Formative Assessment and Science Education (Science & Technology Education Library, Volume 12)
The end-of-lesson discussions are coded, for example (T5/D11/95b) to indicate this was an end of lesson discussion after lesson 11, with Teacher 5 (T5), in the second half of 1995 (95b). End-of-unit / end-of-year interviewer The researcher interviewed teacher 5 at the end of the year, which was shortly after the unit of work had ended. During this interview, she briefly discussed the unit with the teacher. The interview is coded (T5/I/95b). She was also interviewed at the end of 1996 (T5/EOY/96).
However, it was quickly accepted that she was part of one particular group. This group organised a place for her and commented to her that they enjoyed having her working with them. During class discussion time, the researcher sat with her group and made field notes. The students sometimes looked at these and asked if she had recorded anything that they had said. She was included in looking at items which were passed around the class and in side conversations with the students beside her. During small group work, the students worked at their desks on the activities which had been assigned during the lesson.
T5/D14/95b) Teacher 5's observation of student learning was often supplement by or occurred concurrently with questioning and listening to students. Listening to and questioning students. Two other methods used by teacher 5 to elicit formative assessment information were listening to and questioning students. These techniques were usually used in conjunction with each other, although teacher 5 also spent time listening to the student-to-student discussion during the whole class discussions. Teacher 5 was observed to use listening and questioning to elicit formative assessment information on both the class and on individual students.