Knowing What Students Know: The Science and Design of Educational Assessment (2001)

For example, drills and practice plans may be suitable for improving fluency and automation skills, but are often inappropriate in the early stages of skill acquisition (Goldman, Mertz and Pellegrino, 1989). It is worth noting that in environments where teachers dominate all transactions, frequent feedback and use of feedback may make this rule more repressive (Broadfoot, 1986).

But there is sufficient evidence that formative evaluation can improve learning outcomes and provide students with feedback on the specific qualities of their work and give them feedback on what they can do to improve them It is designed to teach. Comments from several research literature such as Natriello (1987), Crooks (1988), Fuchs and Fuchs (1986), Hattie (1987, 1990), Black and Wiliam (1998) It is backed by. Many studies use a matching control program that tests pre- and post-test benefits, compares formative assessment to innovation and is shown to be in the range of 0.4 - 0.7 (Black and Wiliam, 1998).

When comparing different kinds of feedback in experimental studies, it is proved that one type is more useful for learning than others. Numerous studies in this field show that learning is strengthened through feedback focusing on learning objectives (eg Butler, 1988; Hattie, 1987, 1990; Kluger and DeNisi, 1996). This research is aimed at teachers who focus on scoring, other types of feedback are invalid or harmful, such as doing a special compensation or keeping it, or increasing self-esteem (regardless of the quality of work) It is suggesting that there is

Focusing on achievement and rewards, the culture of treating classroom learning as competition is persistent and seems to be difficult to change. This situation is more prominent in the United States than other countries (Hattie, Biggs and Purdie, 1996). The competitive culture of many classrooms and schools can be an obstacle to learning, especially if it is related to believing in fixed sexuality (Vispoel and Austin, 1995; Wolf, Bixby, Glen and Gardner , 1991). This belief for educators can give students an obvious or invisible marking of "bright" or "boredom" and can confirm and enhance these labels through tracking practices.

International comparative study - especially the third international case study and video research in mathematics and scientific research

"Learning" for educational or psychological students, teachers or future teachers, and teacher or teacher education. "The concrete guidance for learning, guiding and evaluating science is written in a simple, easy-to-understand tone and presented in a dynamic form. The basic premise of" applied learning science "is educational psychologist Richard Meier If teachers understand the learning process of students, they will be able to better support learners' learning. "Applied Learning Science" has also been shown in an easy-to-read modular design with a dialog tone that makes it particularly suitable for students, whether as a core textbook or not. Supplement is still used as a textbook of independent courses

Science education defines the principle (trait) of the essence of science understood by students and important to all citizens. William McComas and Joanne Olson analyzed the world's most advanced science education curriculum documents and identified 14 statements on the nature of science common to most courses. This is probably the most widely recognized principle of scientific essence. These principles are considered suitable for elementary and junior high school because they do not need to provide a more accurate view of scientific career and to effectively understand scientific expertise. Each principle is explained in principle of the essence of science