Embedding Formative Assessment in Science Curriculum
Yin, Yue
Formative assessment was hypothesized to have a beneficial impact on students' science achievement and conceptual change, either directly or indirectly by enhancing motivation. In this study, formative assessments were designed and embedded within an inquiry science curriculum unit. Twelve middle school science teachers with their students were randomly assigned either to an experimental group (n = 6), provided with embedded formative assessme...