Investigating How Teachers’ Formative Assessment Practices Change Across a Year
Author:
Affiliation:
1. Department of Chemistry, University of Massachusetts Boston, Boston, Massachusetts 02125, United States
Funder
Division of Research on Learning in Formal and Informal Settings
Publisher
American Chemical Society (ACS)
Subject
Education,General Chemistry
Link
https://pubs.acs.org/doi/pdf/10.1021/acs.jchemed.1c00356
Reference37 articles.
1. Next Generation Science Standards
2. A Framework for K-12 Science Education
3. Characterizing the formative assessment enactment of experienced science teachers
4. The characteristics of formative assessment in science education
5. Assessment and Classroom Learning
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