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Thesis

A cognitive approach to assessment for learning: assessing the impact of changing formative assessment practices in a secondary school science faculty.

Abstract:

This research and development project took place across a science faculty in a UK state secondary school. Following trials, an assessment intervention was introduced to all science classes across key stages three and four in one academic year. The intervention sought to improve on an aspect of formative assessment, regular short tests, by combining literature on formative and summative assessment design and implementation with evidence from cognitive science relating to the nature of learn...

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Division:
SSD
Department:
Education
Role:
Author
Type of award:
MSc
Level of award:
Masters
Awarding institution:
University of Oxford
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UUID:
uuid:29f96156-a56b-4371-b6d7-6ba21f9e652c
Deposit date:
2019-04-05

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