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International Journal of Science Education Volume 43, 2021 - Issue 3: Developing formative assessment in STEM classrooms
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Exploring assessment in STEM inquiry learning classrooms

Michel Grangeata Department of Educational Science, University of Grenoble Alpes (LaRAC), Grenoble, FranceCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-1951-6547View further author information
ORCID Icon,
Christine Harrisonb Education, Communication and Society, King’s College, London, UKORCID Iconhttps://orcid.org/0000-0002-1675-6107View further author information
ORCID Icon &
Jens Dolinc Department of Science Education, University of Copenhagen, Copenhagen, DenmarkView further author information
Pages 345-361 | Received 09 Jul 2020, Accepted 10 Mar 2021, Published online: 03 May 2021

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Ching-Sui Hung & Hsin-Kai Wu. (2023) High school science teachers’ assessment literacy for inquiry-based science instruction. International Journal of Science Education 0:0, pages 1-22.
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Articles from other publishers (4)

King-Dow Su. (2022) THE EFFECTS OF CROSS-DISCIPLINARY LIFE SCIENCE INNOVATION IMPLEMENTED BY STUDENTS' STIMULATED STRATEGIES FOR PBL-STEM SELF-EFFICACY. Journal of Baltic Science Education 21:6, pages 1069-1082.
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İlbilge Dökme, Arif Açıksöz & Zeynep Koyunlu Ünlü. (2022) Investigation of STEM fields motivation among female students in science education colleges. International Journal of STEM Education 9:1.
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Christine Harrison & Sally Howard. 2022. Children’s Creative Inquiry in STEM. Children’s Creative Inquiry in STEM 113 127 .
Di Chang, Gwo-Jen Hwang, Shao-Chen Chang & Sheng-Yuan Wang. (2021) Promoting students’ cross-disciplinary performance and higher order thinking: a peer assessment-facilitated STEM approach in a mathematics course. Educational Technology Research and Development 69:6, pages 3281-3306.
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