The Characteristics of Formative Assessment in Science Education.

By B. Bell, Bronwen Cowie. 2001

494 citations recorded by the source corpus.

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Citations in the corpus

Learning‐oriented assessment: principles and practice (2006, background): “…(see Yorke, 2003 for a discussion of this); the differing interpretations of formative assessment: formal or informal; planned or unplanned (Bell & Cowie, 2001); concerns that students may not always be positively disposed towards assessments that do not count for marks; and lecturer…”
The missing disciplinary substance of formative assessment (2011, background): “Black et al. (2003), from which we drew the opening example, has been cited 599 times as of the submission date of this article.”
Effects of Video Club Participation on Teachers' Professional Vision (2009, background): “For example, Bell and Cowie (2001) introduce the notion of “interactive formative assessment” (p. 541) in which teachers recognize learning and nonlearning on the part of students during instruction.”
A Critical Review of Research on Formative Assessment: The Limited Scientific Evidence of the Impact of Formative Assessment in Education (2009, background): “Moreover, a great deal of assessment literature is aimed at delineating between formative and summative assessment, yet summative assessment can be used for formative purposes (Bell & Cowie, 2000).”
From Formal Embedded Assessments to Reflective Lessons: The Development of Formative Assessment Studies (2008, background): “Although some empirical evidence suggests that formative assessment leads to increased learning ( Bell & Cowie, 2001 ; Black & Wiliam, 1998 ; 2004 ; Shephard, 2000 ), how these formative assessments are designed, developed, embedded, and eventually implemented by teachers is poorly understood.”
A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students (2011, background): “Formative assessment has been recognized by educators and researchers as an important element in conducting learning activities for improving student learning effectiveness (Bell & Cowie, 2001).”
Students' questions: a potential resource for teaching and learning science (2008, background): “Bell & Cowie, 2001 ) where the teacher can gain some insight into the students' minds and provide the appropriate feedback.”
Using Concept Cartoons in Formative Assessment: Scaffolding students’ argumentation (2009, background): “While teachers can use the feedback obtained to revise their classroom practices, students can use the feedback from teachers to monitor their own learning (Bell & Cowie, 2001).”