Curtin University Homepage
  • Library
  • Help
    • Admin

    espace - Curtin’s institutional repository

    JavaScript is disabled for your browser. Some features of this site may not work without it.
    View Item 
    • espace Home
    • espace
    • Curtin Research Publications
    • View Item
    • espace Home
    • espace
    • Curtin Research Publications
    • View Item

    Towards an Authentically Assessed Science Curriculum

    Access Status
    Fulltext not available
    Authors
    Fensham, P.
    Rennie, Leonie
    Date
    2013
    Type
    Book Chapter
    
    Metadata
    Show full item record
    Citation
    Fensham, Peter and Rennie, Leonie. 2013. Towards an Authentically Assessed Science Curriculum, in Corrigan, D. and Gunstone, R. and Jones, A. (ed), Valuing Assessment in Science Education: Pedagogy, Curriculum, Policy, pp. 69-100. Dordrecht, Netherlands: Springer.
    Source Title
    Valuing Assessment in Science Education: Pedagogy, Curriculum, Policy
    DOI
    10.1007/978-94-007-6668-6_5
    ISBN
    9789400766679
    URI
    http://hdl.handle.net/20.500.11937/21565
    Collection
    • Curtin Research Publications
    Abstract

    The intentions of the science curriculum are very often constrained by the forms of student learning that are required by, or are currently available within, the system of education. Furthermore, little attention is given to developing new approaches to assessment that would encourage these good intentions. In this chapter, we argue that achieving this broadening of the intentions of science education will require a diversity of assessment techniques and that only a profile of each student’s achievement will capture the range of intended learnings. We explore a variety of assessment modes that match some of these new aspects of science learning and that also provide students with both formative information and a more comprehensive and authentic summative profile of their performances. Our discussion is illustrated with research-based examples of assessment practice in relation to three aspects of science education that are increasingly referred to in curriculum statements as desirable human dimensions of science: context-based science education, decision-making processes and socioscientific issues and integrated science education. We conclude with some notes on what these broader kinds of assessment mean for teachers and the support they would need to include them in their day-to-day practices in the science classrooms if, and when, the mainstream of science teaching and learning takes these curricular intentions seriously.

    Related items

    Showing items related by title, author, creator and subject.

    • Indonesian primary school science in practice : challenges between the intended and implemented curriculum
      Koto, Irwan (2013)
      This study investigated the educational practices in urban and rural primary school science classrooms of Bengkulu province, Indonesia. Directed by six research questions, the study focused on the implementation of the ...
    • Geological science education and conceptual change
      Vallender, Glenn David (2010)
      Geological science is a fascinating subject of learning. We live with and are surrounded by the results of complex natural phenomena such as plate tectonics, earth system interactions and natural hazards such as volcanoes, ...
    • Virtual Field Trips: Using Information Technology to Create an Integrated Science Learning Environment
      Nix, Rebekah Kincaid (2003)
      This study evaluated a new Integrated Science Learning Environment (ISLE) that bridged the gaps between the traditionally separate classroom, field trip, and information technology milieus. The ISLE model involves a ...
    Advanced search

    Browse

    Communities & CollectionsIssue DateAuthorTitleSubjectDocument TypeThis CollectionIssue DateAuthorTitleSubjectDocument Type

    My Account

    Admin

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular Authors

    Follow Curtin

    • 
    • 
    • 
    • 
    • 

    CRICOS Provider Code: 00301JABN: 99 143 842 569TEQSA: PRV12158

    Copyright | Disclaimer | Privacy statement | Accessibility

    Curtin would like to pay respect to the Aboriginal and Torres Strait Islander members of our community by acknowledging the traditional owners of the land on which the Perth campus is located, the Whadjuk people of the Nyungar Nation; and on our Kalgoorlie campus, the Wongutha people of the North-Eastern Goldfields.