Biology teachers’ use of their interpretational frameworks for assessing students’ understandings in biology
|dc.contributor.supervisor||Prof. David Treagust|
|dc.contributor.supervisor||Assoc. Prof. Darrell Fisher|
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.title||Biology teachers’ use of their interpretational frameworks for assessing students’ understandings in biology|
|curtin.department||Science and Mathematics Education Centre|