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Thesis

An investigation into the impact of student questions on formative assessment in flipped sixth form biology lessons

Abstract:

This investigation aimed to determine whether formative assessment (AfL) in flipped Sixth Form Biology lessons can be made more inclusive by encouraging student questions through various teaching strategy innovations.

The literature review suggests student questions could play an important role in AfL. However, many studies suggest students ask few questions in lessons, for a number of reasons.

The following research questions explored which factors encouraging or inhibiting ...

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Author, Copyright Holder
Type of award:
MSc
Level of award:
Masters
Awarding institution:
University of Oxford

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