STEM academic teachers’ experiences of undertaking authentic assessment-led reform: a mixed method approach

Hains-Wesson, Rachael, Pollard, Vikki, Kaider, Friederika and Young, Karen 2019, STEM academic teachers’ experiences of undertaking authentic assessment-led reform: a mixed method approach, Studies in higher education, pp. 1-12, doi: 10.1080/03075079.2019.1593350.

Attached Files
Name Description MIMEType Size Downloads

Title STEM academic teachers’ experiences of undertaking authentic assessment-led reform: a mixed method approach
Author(s) Hains-Wesson, Rachael
Pollard, VikkiORCID iD for Pollard, Vikki orcid.org/0000-0002-2209-1199
Kaider, Friederika
Young, KarenORCID iD for Young, Karen orcid.org/0000-0002-2764-4418
Journal name Studies in higher education
Start page 1
End page 12
Total pages 12
Publisher Taylor & Francis
Place of publication Abingdon, Eng.
Publication date 2019-03-21
ISSN 0307-5079
1470-174X
Keyword(s) Assessment-led reform
STEM education renewal
teacher perception
authentic assessment
Social Sciences
Education & Educational Research
Notes In press
Language eng
DOI 10.1080/03075079.2019.1593350
Indigenous content off
Field of Research 1301 Education Systems
1303 Specialist Studies in Education
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2019, Society for Research into Higher Education
Persistent URL http://hdl.handle.net/10536/DRO/DU:30120758

Document type: Journal Article
Collection: Faculty of Science, Engineering and Built Environment
Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in TR Web of Science
Scopus Citation Count Cited 1 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 7 Abstract Views, 0 File Downloads  -  Detailed Statistics
Created: Thu, 11 Apr 2019, 15:45:22 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.