Wiliam, D;
(2008)
Improving Learning in Science With Formative Assessment.
In: Coffey, J and Douglas, R and Stearns, C, (eds.)
Assessing Science Learning: Perspectives From Research and Practice.
(pp. 3-20).
National Science Teachers Association Press: Arlington VA.
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Abstract
In recent years, the No Child Left Behind law has focused attention on student achievement in science across the United States, but there are more important reasons for being concerned with student achievement. The focus of this chapter is about how we can raise achievement in science in the United States. In this chapter, the author will argue that if we are serious about raising achievement in science, then we need to look beyond “what works” in education to notions of cost-benefits–not just whether a particular initiative raises achievement, but how much and at what cost.
| Type: | Book chapter |
|---|---|
| Title: | Improving Learning in Science With Formative Assessment |
| ISBN-13: | 978-1933531403 |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://my.nsta.org/resource/99868 |
| Language: | English |
| Additional information: | This version is the author-accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/1507211 |
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