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 versionen
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).en
dc.identifier.citationTrauth-Nare, A., & Buck, G., (2011). Assessment for learning. The Science Teacher, 78(1), 34-39.en
dc.identifier.urihttps://hdl.handle.net/2022/22206
dc.language.isoenen
dc.publisherThe Science Teacheren
dc.titleAssessment for Learning: Using formative assessment in problem - and project-based learningen
dc.typeArticleen

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 with the title of the item, permanent link, and specifics of your accommodation need.