Assessing science teaching and learning in the classroom

Title
Assessing science teaching and learning in the classroom
Publication Date
2017
Author(s)
Taylor, Neil
( author )
OrcID: https://orcid.org/0000-0001-8438-319X
Email: ntaylor6@une.edu.au
UNE Id une-id:ntaylor6
Whannell, Robert
( author )
OrcID: https://orcid.org/0000-0003-2128-8229
Email: rwhannel@une.edu.au
UNE Id une-id:rwhannel
Editor
Editor(s): Geoff Woolcott and Robert Whannell
Type of document
Book Chapter
Language
en
Entity Type
Publication
Publisher
Cambridge University Press
Place of publication
Cambridge, United Kingdom
UNE publication id
une:23020
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.
Link
Citation
Teaching Secondary Science: Theory and practice, p. 323-347
ISBN
9781316636114
Start page
323
End page
347

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