Feedback in questioning and marking : the science teacher's role in formative assessment

Paul Black · Christine A. Harrison

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Student Assessment and Feedback Science Education and Pedagogy Educational and Psychological Assessments

Abstract

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)

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1998Assessment and Classroom Learning 1974Assessment in education 1988ENHANCING AND UNDERMINING INTRINSIC MOTIVATION: THE EFFECTS OF TASK‐INVOLVING AND EGO‐INVOLVING EVALUATION ON INTEREST AND PERFORMANCE 1995Effects of task and ego achievement goals on help-seeking behaviors and attitudes.1972Wait-Time and Rewards as Instructional Variables: Their Influence on Language, Logic, and Fate Control.

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