A Study of the Model of Designing the Science Teaching Based on Formative Assessment

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  • WATANABE Masafumi
    United Graduate School of Education, Tokyo Gakugei University
  • NAGANUMA Takeshi
    United Graduate School of Education, Tokyo Gakugei University Yokohama Elementary School Attached to Yokohama National University
  • TAKAGAKI Mayumi
    Faculty of Liberal Arts, Tsuda College
  • MORIMOTO Shinnya
    College of Education and Human Sciences, Yokohama National University

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Other Title
  • 形成的アセスメントに基づく理科授業を構想するためのモデルとその検証
  • ケイセイテキ アセスメント ニ モトズク リカ ジュギョウ オ コウソウ スル タメ ノ モデル ト ソノ ケンショウ

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We designed a strategy model for a formative assessment for an elementary school science class and a lesson plan based on a method proposed by Shepard (2000). For the implementation of the formative assessment, we used the ideas for “project-based learning” and “performance assessment” which Paris and Turner (1994) proposed and the proposal of Perkins, Crismond, Simmon, and Unger (1995) were used for performance assessment criteria. Results indicated that the science lesson using formative assessment contributed to children’s development of the scientific concept, which showed the effectiveness of the strategy model for formative assessment as envisaged by the present study.

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