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    Biology teachers’ use of their interpretational frameworks for assessing students’ understandings in biology

    233997_Horne 2015.pdf (4.680Mb)
    Access Status
    Open access
    Authors
    Horne, Elaine
    Date
    2015
    Supervisor
    Prof. David Treagust
    Assoc. Prof. Darrell Fisher
    Type
    Thesis
    Award
    PhD
    
    Metadata
    Show full item record
    School
    Science and Mathematics Education Centre
    URI
    http://hdl.handle.net/20.500.11937/1817
    Collection
    • Curtin Theses
    Abstract

    The study examined interpretational frameworks of six experienced biology teachers related to their roles in assessing students’ written answers to test questions. Data comprised in-depth interviews, sample tests, marking keys and student answers. Teachers’ interpretational frameworks depend on their expectations and are complex, three-dimensional, relational, predominantly visual and incorporate dynamic decision-making processes in forming judgments about students’ answers. Pedagogical Content assessment Knowledge (PCaK) is proposed as a major organising feature.

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