Please use this identifier to cite or link to this item: https://dspace.ctu.edu.vn/jspui/handle/123456789/69000
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dc.contributor.authorNguyen, Phuong Chi-
dc.date.accessioned2021-11-24T09:12:02Z-
dc.date.available2021-11-24T09:12:02Z-
dc.date.issued2020-
dc.identifier.issn2354-1075-
dc.identifier.urihttps://dspace.ctu.edu.vn/jspui/handle/123456789/69000-
dc.description.abstractEducational reforms involving assessment have become an important factor in attempts to improve achievements in schools. Formative assessment is the collection of information about student understanding and progress during the learning process. This information can be used as feedback to help students learn more effectively. This article aims to explain the definition of formative assessment and propose some formative assessment strategies that can be applied in teaching probability in grade 10 at high schools.vi_VN
dc.language.isoenvi_VN
dc.relation.ispartofseriesHNUE Journal of science;Vol. 65, Iss.12 .- P.165-175-
dc.subjectAssessment in educationvi_VN
dc.subjectClassroom assessmentvi_VN
dc.subjectFormative assessmentvi_VN
dc.subjectFormative assessment strategiesvi_VN
dc.subjectHigh school mathematics educationvi_VN
dc.subjectTeaching probabilityvi_VN
dc.titleApplying formative assessment strategies in teaching probability in grade 10 at high schoolsvi_VN
dc.typeArticlevi_VN
Appears in Collections:Khoa học Đại học Sư phạm Hà Nội

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