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Innovative science education assessment : linking theory with practice Campbell, Coral 2005, Innovative science education assessment : linking theory with practice, in CoSMEd 2005 : International Conference on Science and Mathematics Education : Bridging the theory-practice gap in science and mathematics education: the challenge to change, SEAMEO Regional Centre for Education in Science and Mathematics, Penang, Malaysia, pp. 55-64. Attached Files Name Description MIMEType Size Downloads campbell-innovativescience-2006.pdf Published version application/pdf 88.88KB 9 Title Innovative science education assessment : linking theory with practice Author(s) Campbell, Coral Conference name International Conference on Science and Mathematics Education (2005: Penang, Malaysia) Conference location Penang, Malaysia Conference dates 6-8 December 2005 Title of proceedings CoSMEd 2005 : International Conference on Science and Mathematics Education : Bridging the theory-practice gap in science and mathematics education: the challenge to change Editor(s) [Unknown] Publication date 2005 Conference series International Conference on Science and Mathematics Education Start page 55 End page 64 Publisher SEAMEO Regional Centre for Education in Science and Mathematics Place of publication Penang, Malaysia Summary This paper presents an assessment approach which demonstrates the characteristics of excellent assessment. In a third year Science Education unit in an undergraduate degree in teacher education, assessment is seen as an integral part of the learning process. Learning outcomes are improved for the students and they appreciate the validity of the assessment. Assessment is an important aspect of any unit in higher education but should be seen, not as an end in itself, but rather as a means for educational improvement. Using the assessment task as an illustration, this paper will discuss the theoretical framework of assessment. It will describe how the unit, delivered in a school-based mode, provides opportunity for students to link their theoretical understandings with practical applications, drawing together the academic debates with the first-hand experiences. It will illustrate how the assessment task itself embeds the principles of constructivism and conceptual change models in science education. Finally, the paper will highlight the benefits of this assessment approach with particular reference to the student learning. Language eng Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy Socio Economic Objective 970113 HERDC Research category E1 Full written paper - refereed ERA Research output type E Conference publication HERDC collection year 2006 Copyright notice ©2005, SEAMEO Regional Centre for Education in Science and Mathematics Persistent URL http://hdl.handle.net/10536/DRO/DU:30006182 Document type: Conference Paper Collections: School of Education Open Access Collection Related Links Link Description Connect to published version (restricted access) Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au. Versions Version Filter Type Fri, 27 Feb 2009, 13:00:57 EST Thu, 02 Apr 2009, 07:53:24 EST Tue, 12 May 2009, 11:04:36 EST Tue, 12 May 2009, 11:06:02 EST Mon, 31 Aug 2009, 13:56:44 EST Thu, 16 Sep 2010, 16:23:12 EST Fri, 16 Mar 2012, 16:08:19 EST Mon, 09 Sep 2013, 11:12:45 EST Filtered Full Access Statistics: 454 Abstract Views, 9 File Downloads  -  Detailed Statistics Created: Mon, 07 Jul 2008, 09:59:35 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.