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Assessing science teaching and learning in the classroom |
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Editor(s): Geoff Woolcott and Robert Whannell |
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Cambridge University Press |
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Cambridge, United Kingdom |
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| Abstract |
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This chapter is the 'mirror' to Chapter 1.6 considered assessment at a relatively high level, and described a number of commonly used approaches to describing assessment, including assessment as/of/for learning and formative and summative assessment. In this chapter we will apply the principles described in Chapter 1.6 to develop a number of illustrative high quality assessment tasks. Because of the space limitation and the variety of possible assessment task types that may be developed, we will focus on the thinking that underpins the development of assessment. Initially we will consider the development of individual assessment items and then look at writing an open-ended inquiry task. This chapter should provide you with a structured approach to developing any genre of assessment. |
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Teaching Secondary Science: Theory and practice, p. 323-347 |
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