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Tadesse Hagos; Dereje Andargie – Chemistry Education Research and Practice, 2024
This study examines how students' conceptual and procedural knowledge of chemical equilibrium is affected by technology-supported formative assessment (TSFA) strategies. This study's embedded/nested mixed method research design was used to achieve the study's objective. A random sampling method was used to choose the sample of two intact classes…
Descriptors: Chemistry, Formative Evaluation, Science Instruction, Scientific Concepts
Dana L. Kirkwood-Watts – ProQuest LLC, 2023
Formative assessments (FA), which can occur in or out of class, are a way for students to demonstrate their understanding of the material, to see progress, and to receive feedback from instructors related to their learning process. Examples of in-class FAs include clicker questions with peer discussion, while homework assignments are an example of…
Descriptors: Undergraduate Students, Biology, Science Instruction, Formative Evaluation
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Kusairi, Sentot; Noviandari, Lelitha; Parno; Pratiwi, Hastiningtyas Yuli – International Journal of Instruction, 2019
This study aims to analyze the students' understanding of motion in straight line concepts and their difficulties after the learning process. The research method is a mixed method with an embedded experimental design. The research was conducted in one of the public senior high schools in Malang City Indonesia with 34 students consisting of 20…
Descriptors: Physics, Motion, Public Schools, High School Students
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Edens, Kellah; Shields, Carol – Assessment & Evaluation in Higher Education, 2015
Promoting students' conceptual understanding and academic language development is a primary goal of instructors in all subject areas. These goals, however, are sometimes hindered by the way students' learning is assessed. In many college-level courses, knowledge-level tests that assess concrete thinking associated with superficial approaches to…
Descriptors: Concept Formation, Learning Processes, Learning Theories, Academic Discourse
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Chang, Hsin-Yi; Lin, Tzung-Jin; Lee, Min-Hsien; Lee, Silvia Wen-Yu; Lin, Tzu-Chiang; Tan, Aik-Ling; Tsai, Chin-Chung – Studies in Science Education, 2020
In this study, we reviewed 76 journal articles on employing drawing assessment as a research tool in science education. Findings from the systematic review suggest four justifications for using drawing as a type of research tool, including assessment via drawing as (a) an alternative method considering young participants' verbal or writing…
Descriptors: Science Education, Formative Evaluation, Student Evaluation, Cognitive Tests
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Román, Diego; del Rosal, Karla; Basaraba, Deni – Research in Science Education, 2019
Informal formative assessments (IFAs) are classroom interactions teachers use to gather information about their students' learning, interpret it, and act on this information to achieve academic goals. One of the responses science teachers can enact as the result of IFA is constructing explanations to clarify science concepts to their students.…
Descriptors: Science Instruction, Science Teachers, Formative Evaluation, Learning Processes
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Keeley, Page – Science and Children, 2015
A distinguishing feature of all the formative assessment probes in the "Uncovering Student Ideas" series is that each probe has two parts: (1) a selected answer choice that usually mirrors the research on commonly held ideas students have about concepts or phenomena; and (2) an explanation that supports their answer choice. It is this…
Descriptors: Formative Evaluation, Student Evaluation, Learning Processes, Concept Formation
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Meyer, Jan H. F.; Knight, David B.; Callaghan, David P.; Baldock, Tom E. – European Journal of Engineering Education, 2015
Threshold concepts are transformative, integrative, and provocative; understanding these difficult concepts allows students to be capable of solving advanced problems. This investigation and evaluation of a metacognitive curricular approach explore variation in students' and teachers' discernment of structural complexity of concepts and its…
Descriptors: Course Descriptions, Civil Engineering, Engineering Education, Statistical Analysis
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Hodgen, Jeremy; Foster, Colin; Marks, Rachel; Brown, Margaret – Education Endowment Foundation, 2018
This document presents a review of evidence commissioned by the Education Endowment Foundation to inform the guidance document "Improving Mathematics in Key Stages Two and Three" (Education Endowment Foundation, 2017). The review draws on a substantial parallel study by the same research team, funded by the Nuffield Foundation, which…
Descriptors: Mathematics Instruction, Foreign Countries, Mathematics Skills, Feedback (Response)
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Gunckel, Kristin L.; Covitt, Beth A.; Salinas, Ivan; Anderson, Charles W. – Journal of Research in Science Teaching, 2012
Providing model-based accounts (explanations and predictions) of water and substances in water moving through environmental systems is an important practice for environmental science literacy and necessary for citizens confronting global and local water quantity and quality issues. In this article we present a learning progression for water in…
Descriptors: Water Quality, Environmental Education, Thinking Skills, Science Education