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Formative Assessment and other Assessment Methods in Biology Education and Pre-service Biology Teacher Training in the Czech Republic

The result's identifiers

  • Result code in IS VaVaI

    <a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F15%3A43889411" target="_blank" >RIV/60076658:12410/15:43889411 - isvavai.cz</a>

  • Result on the web

  • DOI - Digital Object Identifier

Alternative languages

  • Result language

    angličtina

  • Original language name

    Formative Assessment and other Assessment Methods in Biology Education and Pre-service Biology Teacher Training in the Czech Republic

  • Original language description

    This paper presents data obtained by surveying students at the Faculty of Education, University of South Bohemia in Ceske Budejovice. Data were evaluated by statistical methods. Results show respondents didn't encounter formative assessment during theirschool attendance in elementary and high school. Instead, their learning in biology education was assessed by written examination and conventional grading. We found that respondents had no experience with formative assessment during their pedagogical anddidactical training and practice. The importance of formative assessment as a part of pre-service biology teacher training emerged from our investigation where the formative assessment proved to be a necessary component of biology teaching and learningat primary and high school.

  • Czech name

  • Czech description

Classification

  • Type

    J<sub>x</sub> - Unclassified - Peer-reviewed scientific article (Jimp, Jsc and Jost)

  • CEP classification

    AM - Pedagogy and education

  • OECD FORD branch

Result continuities

  • Project

  • Continuities

    S - Specificky vyzkum na vysokych skolach

Others

  • Publication year

    2015

  • Confidentiality

    S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Data specific for result type

  • Name of the periodical

    International Journal of Assessment and Evaluation

  • ISSN

    2327-7920

  • e-ISSN

  • Volume of the periodical

    23

  • Issue of the periodical within the volume

    2

  • Country of publishing house

    US - UNITED STATES

  • Number of pages

    10

  • Pages from-to

    17-26

  • UT code for WoS article

  • EID of the result in the Scopus database