The characteristics of formative assessment in science education

Science Education

Volumn 85, Issue 5, 2001, Pages 536-553

  Bell, Beverley ^a   Cowie, Bronwen ^a  

^a UNIVERSITY OF WAIKATO   (New Zealand)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0035600282     PISSN: 00368326     EISSN: None     Source Type: Journal    
DOI: 10.1002/sce.1022     Document Type: Article

References (36)

1. Bell, B. (1993).Taking into account students' thinking: A teacher development guide. Hamilton, New Zealand: University of Waikato.
2. Bell, B. (1995). Interviewing: A technique for assessing science knowledge. In S. Glynn & R. Duit (Eds.), Learning Science in Schools: research reforming practice. New Jersey: Lawrence Erlbaum Associates.
3. Bell, B. (2000). Formative assessment and science education: Modelling and theorising. In R. Millar, J. Leach, & J. Osborne (Eds.), Improving science education: The contribution of research. Buckingham: Open University Press.
4. Bell, B., & Cowie, B. (1997). Formative assessment and science education. Research report of the Learning in Science Project (Assessment). Hamilton, New Zealand: University of Waikato.
5. Bell, B., & Cowie, B. (1999). Researching formative assessment. In J. Loughran (Ed.), Researching teaching. London: Palmer Press.
6. Bell, B., & Cowie, B. (2001). Formative assessment and science education. Dordrecht: Kluwer Academic Publishers.
7. Berlak, H. (1992). The need for new science of assessment. In H. Berlak, F. M. Newmann, E. Adams, D. A. Archbald, T. Burgess, J. Raven, & T. A. Romberg (Eds.), Toward a new science of educational testing and assessment (pp. 1-22). Albany: State University of New York Press.
8. Black, P. (1993). Formative and summative assessment by teachers'. Studies in Science Education, 21, 49-97.
9. Black, P. (1995). Can teachers use assessment to improve learning? British Journal of Curriculum & Assessment, 5(2), 7-11.
10. Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5, 7-74.
11. Brown, S. (1996). Summary Comment. Symposium on Validity in Educational Assessment. Educational Assessment Research Unit, University of Otago, Dunedin, New Zealand, 28-30 June.
12. Clarke, D. (1995). Constructive assessment: Mathematics and the student. In A. Richardson (Ed.), Flair: AAMT Proceedings. Adelaide: AAMT.
13. Cowie, B. (2000). Assessment in science classrooms. Unpublished DPhil thesis. Hamilton, New Zealand: University of Waikato.
14. Cowie, B., & Bell, B. (1996). Validity and formative assessment in the science classroom. Invited keynote paper to Symposium on Validity in Educational Assessment, 28-30 June, Dunedin, New Zealand.
15. Cowie, B., & Bell, B. (1999). A model of formative assessment in science education. Assessment in Education, 6(1), 102-116.
16. Driver, R. (1989). Students' conceptions and the learning of science. International Journal of Science Education, 11(5), 481-490.
17. Duschl, R., & Gitomer, D. (1997). Strategies and challenges to changing the focus of assessment and instruction in science classrooms. Educational Assessment, 4, 37-73.
18. Erickson, G., & Meyer, K. (1998). Performance assessment tasks in science: What are they measuring? In B. Fraser & K. Tobin (Eds.), International handbook of science education. Dordrecht: Kluwer Academic Publishers.
19. Gardner, H. (1985). Frames of mind: The theory of multiple intelligences. USA: Basic Books.
20. Gipps, C. (1994). Beyond testing: Towards a theory of educational assessment. London: The Falmer Press.
21. Gipps, C., & James, M. (1998). Broadening the basis of assessment to prevent the narrowing of learning. The Curriculum Journal, 9(3), 285-297.
22. Gitomer, D., & Duschl, R. (1995). Moving towards a portfolio culture in science education. In S. Glynn & R. Duit (Eds.), Learning science in schools: Research reforming practice. New Jersey: Lawrence Erlbaum Associates.
23. Gitomer, D., & Duschl, R. (1998). Emerging issues and practices in science assessment. In B. Fraser & K. Tobin (Eds.), International handbook of science education. Dordrecht: Kluwer Academic Publishers.
24. Karlen, W., & James, M. (1996). Creating a positive impact of assessment on learning. New York: AERA.
25. Johnson, S. (1989). National assessment: The APU approach. London: Her Majesty's Stationery Office.
26. Keeves, J., & Alagumalai, S. (1998). Advances in measurement in science education. In B. Fraser & K. Tobin (Eds.), International handbook of science education. Great Britain: Kluwer Academic Publishers.
27. Ministry of Education (1993). The New Zealand Curriculum Framework. Wellington: Learning Media.
28. Ministry of Education (1994). Assessment: Policy to Practice. Wellington: Learning Media.
29. National Research Council (1999). The assessment of science meets the science of assessment. Board on Testing and Assessment Commission on Behavioral and Social Sciences and Education, National Research Council. Washington, DC: National Academy Press.
30. Newman, D., Griffin, P., & Cole, M. (1989). The construction zone: Working for cognitive change in school. Cambridge: Cambridge University Press.
31. Perrenoud, P. (1998). From formative evaluation to a controlled regulation of learning processes. Towards a wider conceptual field. Assessment in Education, 5(1), 85-102.
32. Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119-144.
33. Sadler, R. (1998). Formative assessment: Revisiting the territory. Assessment in Education, 5(1), 77-84.
34. Scott, P. (1999). An analysis of science classroom talk in terms of the authoritative and dialogic nature of the discourse. Paper presented to the 1999 NARST Annual Meeting. Boston, MA.
35. Tamir, P. (1998). Assessment and evaluation in science education: Opportunities to learn and outcomes. In B. Fraser & K. Tobin (Eds.), International handbook of science education. Dordrecht: Kluwer Academic Publishers.
36. Wiliam, D. (1994). Towards a philosophy for educational assessment. Paper presented to the Annual Conference of the British Education Research Association, Oxford.