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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.

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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
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