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GSC201 Teaching of General Science Assignment No 01 Solution & Discussion Due Date Nov 20, 2015

Assignment 1 (Fall 2015)

Total Marks: 20

(Lecture 1 to 9)                                                                                 


To assess the students’ understanding of the basic concepts of “Teaching of General Science”.

Late assignment will not be accepted.

  • If the file is corrupt or problematic, it will be awarded zero.
  • Plagiarism will never be tolerated. Plagiarism occurs when a student uses work done by someone else as if it was his or her own; however, taking the ideas from different sources and expressing them in your own words will be encouraged.
  • No assignment will be accepted via e-mail.
  • The file should be in Word document form, the font color should be preferably black and font size should be 12 Times New Roman.


Q1: How does prior knowledge affect the teaching learning process?                 10 marks

Q2: How can you differentiate between the “Formative assessment and Summative assessment”?                             10 marks


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q2 ans

A formative assessment is an ongoing assessment used to inform instruction. The frequency is not defined, so it might be weekly or quarterly. Also the type of measure used is not defined, so long as the information is helpful for the teacher in making adjustments to instruction in an ongoing manner. It could be as simple as classroom observations, a fluency test, or a full diagnostic assessment like DORA or ADAM.
A summative assessment is given at pre-determined intervals. It could range from a state assessment to a benchmark test, or an end-of-unit test. It specifically is testing the knowledge that a student should have mastered by a particular point in time. A summative assessment is used for accountability.

q1 ans

Assessing Prior Knowledge. Students come to the classroom with a broad range of pre-existing knowledge, skills, beliefs, and attitudes, which influence how they attend, interpret and organize in-coming information.

Current research on learning has offered more and more evidence for the extent to which new learning is determined by what the learner already knows about the topic or related topics. The effect can be either positive or negative, positive if the pre-existing knowledge is correct and consistent with the new information or negative if it is full of misconceptions or conflicts with the new information.




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