R. Gott
A written test for procedural understanding: a way forward for assessment in the UK science curriculum?
Gott, R.; Roberts, R.
Abstract
A recent UK House of Commons report on Science 14-19 identified problems with coursework and argued for a greater emphasis on teaching and assessment of scientific literacy. This paper describes a written test for procedural understanding, given to 15 year olds, that addresses both of these issues. Comparisons are made between the scores on a written test of procedural understanding with both assessments made of subject knowledge and pupil accounts of investigations. The potential advantages of assessing procedural understanding by written tests are discussed.
Citation
Gott, R., & Roberts, R. (2004). A written test for procedural understanding: a way forward for assessment in the UK science curriculum?. Research in Science and Technological Education, 22(1), 5-21. https://doi.org/10.1080/0263514042000187511
| Journal Article Type | Article |
|---|---|
| Publication Date | 2004-05 |
| Deposit Date | Jan 10, 2007 |
| Journal | Research in Science and Technological Education |
| Print ISSN | 0263-5143 |
| Electronic ISSN | 1470-1138 |
| Publisher | Taylor and Francis Group |
| Peer Reviewed | Peer Reviewed |
| Volume | 22 |
| Issue | 1 |
| Pages | 5-21 |
| DOI | https://doi.org/10.1080/0263514042000187511 |
| Keywords | Scientific literacy, Science 14–19, Testing. |
| Publisher URL | http://taylorandfrancis.metapress.com/openurl.asp?genre=article&id=doi:10.1080/0263514042000187511 |
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