This chapter features two formative assessment techniques that were implemented in several sections of the first semester of an introductory physics class at East Stroudsburg University. The performance of these students was compared to sections in which the techniques were not implemented. This comparison found that the technique had a positive impact on student learning and the relative gain was consistently better in the classes that utilized formative assessment techiques.
Details
Type Book ChapterPub Date 2/1/2009Stock # PB231X_14