Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/22836
Title: Assessing science teaching and learning in the classroom
Contributor(s): Taylor, Neil  (author)orcid ; Whannell, Robert  (author)orcid 
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
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Appears in Collections:Book Chapter
School of Education

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