Embedded Formative Assessment and Classroom Process Quality: How Do They Interact in Promoting Science Understanding?

American Educational Research Journal

Volumn 52, Issue 6, 2015, Pages 1133-1159

  Decristan, Jasmin ^a   Klieme, Eckhard ^a,b   Kunter, Mareike ^b   Hochweber, Jan ^c   Büttner, Gerhard ^b   Fauth, Benjamin ^b   Hondrich, A Lena ^a   Rieser, Svenja ^b   Hertel, Silke ^d   Hardy, Ilonca ^b  

^a GERMAN INSTITUTE FOR INTERNATIONAL EDUCATIONAL RESEARCH   (Germany)

^b GOETHE UNIVERSITY   (Germany)

^c University of Teacher Education StGallen   (Switzerland)

^d UNIVERSITY OF HEIDELBERG   (Germany)

Author keywords

assessment; classroom research; school teacher effectiveness; science education

Indexed keywords

EID: 84947277543     PISSN: 00028312     EISSN: 19351011     Source Type: Journal    
DOI: 10.3102/0002831215596412     Document Type: Article

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