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Formative Assessment Probes: “More A – More B” Rule

by: Page Keeley

Early-formed preconceptions can be explained by one of the intuitive rules identified by Stavy and Tirosh (2000) called More A – More B. By starting with students’ preconceptions, revealed through the use of a formative assessment probe, teachers can scaffold inquiry-based experiences that will confront children with their misconceptions and guide them through a process of conceptual change.

Level

Elementary School

Details

Type Journal ArticlePub Date 10/1/2010Stock # sc10_048_02_24Volume 048Issue 02

NSTA Press produces classroom-ready activities, hands-on approaches to inquiry, relevant professional development, the latest scientific education news and research, assessment and standards-based instruction.

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