Bell, B., & Cowie, B. (2001). Formative assessment and science education. Dordrecht: Kluwer Academic Publishers.
Bell and Cowie present results from a New Zealand study investigating how science teachers and students use formative assessment strategies to enhance teaching and learning. After a review of the formative assessment literature, Bell and Cowie present a case study from the research and a model to illustrate the process of formative assessment. The authors also include a summary of the characteristics of formative assessment and real examples of formative assessment practices from various science teachers. Findings are considered in light of sociocultural learning theories. This book is written for graduate students, researchers, teacher educators, curriculum developers, and assessment specialists.
Formative Assessment, Professional Expertise