Quality assessment by science teachers: Five focus areas

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dc.contributor.authorEdwards, Frances
dc.date.accessioned2013-11-27T23:03:23Z
dc.date.available2013-11-27T23:03:23Z
dc.date.issued2013
dc.description.abstractIn order to teach science well, science teachers need to know what to focus on in order to ensure their assessment of student learning is meaningful and useful for the students’ on going learning and development. The diversity and range of content and skills within the subject of science mean that the assessment capabilities required by science teachers are wide ranging and complex, requiring specialist knowledge and skills in the assessment of science learning as part of the teachers’ pedagogical content knowledge (PCK). Based on a review of the literature this paper proposes a framework for quality assessment in science which focuses on five areas: teaching, students, evidence of learning, future decision-making and impact. This paper advocates a concurrent consideration of all five areas of the framework to provide a substantial, rich, broad, rigorous quality assessment approach on which teachers and students can base teaching and learning.en_NZ
dc.format.mimetypeapplication/pdf
dc.identifier.citationEdwards, F. (2013). Quality assessment by science teachers: Five focus areas. Science Education International, 24(2), 212-226.en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/8243
dc.language.isoenen_NZ
dc.publisherInternational Council of Association for Science Educationen_NZ
dc.relation.isPartOfScience Education Internationalen_NZ
dc.relation.urihttp://www.icaseonline.net/sei/june2013/p5.pdfen_NZ
dc.rightsThis article has been published in the journal: Science Education International. Used with permission.en_NZ
dc.subjectassessment capabilityen_NZ
dc.subjectassessment literacyen_NZ
dc.subjectscience educationen_NZ
dc.subjectpedagogical content knowledgeen_NZ
dc.subjectevidence of learningen_NZ
dc.titleQuality assessment by science teachers: Five focus areasen_NZ
dc.typeJournal Articleen_NZ
pubs.begin-page212en_NZ
pubs.elements-id38789
pubs.end-page226en_NZ
pubs.issue2en_NZ
pubs.volume24en_NZ
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