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dc.contributor.authorHorne, Elaine
dc.contributor.supervisorProf. David Treagust
dc.contributor.supervisorAssoc. Prof. Darrell Fisher
dc.date.accessioned2017-01-30T10:13:12Z
dc.date.available2017-01-30T10:13:12Z
dc.date.created2015-10-30T06:04:18Z
dc.date.issued2015
dc.identifier.urihttp://hdl.handle.net/20.500.11937/1817
dc.description.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.

dc.languageen
dc.publisherCurtin University
dc.titleBiology teachers’ use of their interpretational frameworks for assessing students’ understandings in biology
dc.typeThesis
dcterms.educationLevelPhD
curtin.departmentScience and Mathematics Education Centre
curtin.accessStatusOpen access


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