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|Title:||Assessing science teaching and learning in the classroom||Contributor(s):||Taylor, Neil (author) ; Whannell, Robert (author)||Publication Date:||2017||Handle Link:||https://hdl.handle.net/1959.11/22836||Abstract:||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.||Publication Type:||Book Chapter||Source of Publication:||Teaching Secondary Science: Theory and practice, p. 323-347||Publisher:||Cambridge University Press||Place of Publication:||United Kingdom||ISBN:||9781316636114||Field of Research (FOR):||130313 Teacher Education and Professional Development of Educators||Socio-Economic Outcome Codes:||970113 Expanding Knowledge in Education||HERDC Category Description:||B2 Chapter in a Book - Other||Other Links:||https://nla.gov.au/anbd.bib-an59902927||Statistics to Oct 2018:||Visitors: 5
|Appears in Collections:||Book Chapter|
School of Education
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