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A critical analysis of how the use of diagnostic questions as formative assessment probes can enhance teaching and learning in Year 8 lessons on infectious diseases

Katherine Webb

(PGCE Secondary Science (Biology), 2019-2020)

Email: katherine.webb96@gmail.com

Abstract

Formative assessment probes are a well-established pedagogical tool, used to uncover student understanding via low-stakes, diagnostic questioning, which informs feedback. Despite the development and use of question banks of formative assessment probes, the field lacks research supporting the outcomes of the tool. This paper investigates effective use of formative assessment probes and student perceptions of the technique. Results following the use of formative assessment probes throughout a Year 8 scheme of work suggested formative assessment probes can enhance teaching and learning. However, probes must be carefully devised in order to effectively evidence learning. Qualitative data suggested that consistent use of the technique resulted in positive student perceptions and potentially increased motivation to learn, as students perceived probes as useful. Probes elicited evidence of scientific explanations as well as factual recall to provide powerful formative assessment.

Copyright: © 2021. This paper is copyright of the author. (Please read the Journal's copyright information page by using the menu to the left of this page.)

The full paper is available for download as a pdf file:377-420webbk

Citation: Webb, K. (2021) 'A critical analysis of how the use of diagnostic questions as formative assessment probes can enhance teaching and learning in Year 8 lessons on infectious diseases'. Journal of Trainee Teacher Educational Research, Volume 12 pp.377-420 (Downloaded from http://jotter.educ.cam.ac.uk/, [date of access])