Amazon Virtual Field Trips - December 2021

Attention - Shipping

The transition of our inventory to a new warehouse is taking longer than we anticipated. As a result, we are experiencing fulfillment delays and order(s) are taking longer to ship out. We are working hard to get the stock moved to our new facility as quickly as possible so that we are better equipped to meet your needs. We apologize for any inconvenience this may cause you.


Assessment for Learning

by: Amy Trauth-Nare and Gayle Buck

Due to the student-centered nature of problem-based learning (PBL) and project-based science (PBS), it is easy for teachers not to provide students with adequate feedback or enough support to promote critical thinking. However, research has shown that PBL and PBS are most effective when appropriate learning goals are defined, embedded supports and feedback are part of instruction, and there are multiple opportunities for self-assessment and revision (Barron et al. 1998). Instructional supports for student learning come in many forms. In this article, the authors describe how formative assessment can be used to support PBL and PBS to maximize student achievement.


Type Journal ArticlePub Date 1/1/2011Stock # tst11_078_01_34Volume 078Issue 01

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.

Learn More