Formative assessment: Support for chemistry learning
Formativno proveravanje - podrška učenju hemijskih pojmova formativno naspram sumativnog proveravanja
Апстракт
The formative assessment as part of the instructional process of chemistry is presented. When incorporated into classroom practice, formative assessment informs both teachers and students about student understanding and help to ensure that students achieve learning goals and education standards within a given time frame. Since formative assessments are considered as part of the learning, they need not to be graded as summative assessments do. Formative assessments guide teacher decision making about future instruction and provide feedback to students, so they can improve their performance.
Ovaj članak govori o proveravanju čiji cilj nije ocenjivanje ukupnog postignuća učenika nakon određenog perioda učenja, već je deo procesa učenja. Da li je takav pristup ugrađen u proces nastave i učenja hemije? .
Извор:
Hemijski pregled, 2010, 51, 5, 125-130Колекције
Институција/група
Hemijski fakultet / Faculty of ChemistryTY - JOUR AU - Stojanović, Tanja AU - Ranđelović, Miomir AU - Trivić, Dragica PY - 2010 UR - https://cherry.chem.bg.ac.rs/handle/123456789/276 AB - The formative assessment as part of the instructional process of chemistry is presented. When incorporated into classroom practice, formative assessment informs both teachers and students about student understanding and help to ensure that students achieve learning goals and education standards within a given time frame. Since formative assessments are considered as part of the learning, they need not to be graded as summative assessments do. Formative assessments guide teacher decision making about future instruction and provide feedback to students, so they can improve their performance. AB - Ovaj članak govori o proveravanju čiji cilj nije ocenjivanje ukupnog postignuća učenika nakon određenog perioda učenja, već je deo procesa učenja. Da li je takav pristup ugrađen u proces nastave i učenja hemije? . T2 - Hemijski pregled T1 - Formative assessment: Support for chemistry learning T1 - Formativno proveravanje - podrška učenju hemijskih pojmova formativno naspram sumativnog proveravanja VL - 51 IS - 5 SP - 125 EP - 130 UR - https://hdl.handle.net/21.15107/rcub_cherry_276 ER -
@article{ author = "Stojanović, Tanja and Ranđelović, Miomir and Trivić, Dragica", year = "2010", abstract = "The formative assessment as part of the instructional process of chemistry is presented. When incorporated into classroom practice, formative assessment informs both teachers and students about student understanding and help to ensure that students achieve learning goals and education standards within a given time frame. Since formative assessments are considered as part of the learning, they need not to be graded as summative assessments do. Formative assessments guide teacher decision making about future instruction and provide feedback to students, so they can improve their performance., Ovaj članak govori o proveravanju čiji cilj nije ocenjivanje ukupnog postignuća učenika nakon određenog perioda učenja, već je deo procesa učenja. Da li je takav pristup ugrađen u proces nastave i učenja hemije? .", journal = "Hemijski pregled", title = "Formative assessment: Support for chemistry learning, Formativno proveravanje - podrška učenju hemijskih pojmova formativno naspram sumativnog proveravanja", volume = "51", number = "5", pages = "125-130", url = "https://hdl.handle.net/21.15107/rcub_cherry_276" }
Stojanović, T., Ranđelović, M.,& Trivić, D.. (2010). Formative assessment: Support for chemistry learning. in Hemijski pregled, 51(5), 125-130. https://hdl.handle.net/21.15107/rcub_cherry_276
Stojanović T, Ranđelović M, Trivić D. Formative assessment: Support for chemistry learning. in Hemijski pregled. 2010;51(5):125-130. https://hdl.handle.net/21.15107/rcub_cherry_276 .
Stojanović, Tanja, Ranđelović, Miomir, Trivić, Dragica, "Formative assessment: Support for chemistry learning" in Hemijski pregled, 51, no. 5 (2010):125-130, https://hdl.handle.net/21.15107/rcub_cherry_276 .