Assessment for Learning: Using formative assessment in problem - and project-based learning

Simple item page
dc.contributor.authorTrauth-Nare, Amy
dc.contributor.authorBuck, Gayle
dc.date.accessioned2018-06-18T19:20:27Z
dc.date.available2018-06-18T19:20:27Z
dc.date.issued2011-01
dc.descriptionPublisher's, offprint version
dc.description.abstractProblem-based learning (PBL) and project-based science (PBS) are increasingly popular approaches for engaging students in scientific inquiry. Though these approaches have different origins, they are similar in practice. Both PBL and PBS are centered on authentic problems or meaningful questions that serve to organize learning. Both are student-oriented and experiential- students solve a problem by practically applying science concepts (Hmelo-Silver 2004).
dc.identifier.citationTrauth-Nare, A., & Buck, G., (2011). Assessment for learning. The Science Teacher, 78(1), 34-39.
dc.identifier.urihttps://hdl.handle.net/2022/22206
dc.language.isoen
dc.publisherThe Science Teacher
dc.titleAssessment for Learning: Using formative assessment in problem - and project-based learning
dc.typeArticle

Files

Original bundle

Now showing 1 - 1 of 1
Thumbnail Image
Name:
Assessment for Learning_ Using formative assessment in problem - and project-based learning.pdf
Size:
5.51 MB
Format:
Adobe Portable Document Format
Description:
Download

Collections

Gayle Buck Research Collection
Can’t use the file because of accessibility barriers? Contact us