Making students' thinking explicit in writing and discussion: An analysis of formative assessment prompts-Reference-Cited by-同舟云学术

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Making students' thinking explicit in writing and discussion: An analysis of formative assessment prompts

Published:2008-09 Issue:5 Volume:92 Page:799-824
ISSN:0036-8326
Container-title:Science Education
language:en
Short-container-title:Sci. Ed.

Author:

Furtak Erin Marie,Ruiz-Primo Maria Araceli

Publisher

Wiley

Subject

History and Philosophy of Science,Education

Reference47 articles.

1. Atkin, J. M., & Coffey, J. E. (Eds.). (2003). Everyday assessment in the science classroom. Arlington, VA: NSTA Press.

2. Contributions of classroom discourse to what content students learn during curriculum enactment;Aulls;Journal of Educational Psychology,1998

3. Formative Assessment: Raising standards inside the classroom;Black;School Science Review,1998

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