Supporting K-8 Teachers’ Capacity to Develop Quality Formative Science Assessments-Reference-Cited by-同舟云学术

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Supporting K-8 Teachers’ Capacity to Develop Quality Formative Science Assessments

Published:2024-03-22 Issue: Volume: Page:1-21
ISSN:1046-560X
Container-title:Journal of Science Teacher Education
language:en
Short-container-title:Journal of Science Teacher Education

Author:

McFadden Justin¹^ORCID,Tinnell Terri²,Trzaskus Matthew¹,Robinson Brian³,Tretter Tom¹^ORCID

Affiliation:

1. Elementary, Middle, Secondary Teacher Education, University of Louisville, Louisville, Kentucky, USA

2. College of Pharmacy and Health Sciences, Sullivan University, Louisville, Kentucky, USA

3. Engineering Fundamentals, University of Louisville, Louisville, Kentucky, USA

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/1046560X.2024.2326318

Reference87 articles.

1. Allen, M. (2006). Misconceptions in primary science. McGraw-Hill Education.

2. An argument for formative assessment with science learning progressions

3. Designing educational systems to support enactment of the Next Generation Science Standards

4. Formative assessment practices in science education: A meta-synthesis study

5. Bell, B. (2013). Classroom assessment of science learning. In S. K. Abell, K. Appleton & D. L. Hanuscin (Eds.), Handbook of research on science education (pp. 979–1020). Routledge.

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