Assessment in Chemistry Education
Abstract
Knowing what students know and can do is challenging business, as we cannot directly examine what any given person is thinking. Instead, we must construct opportunities for students to make their thinking visible and interpret the evidence elicited from these opportunities to infer progress toward desired outcomes. Here we describe the approach of “assessments as evidentiary arguments” and examine several types of assessments that are used to...
Paper Details
Title
Assessment in Chemistry Education
Published Date
Apr 10, 2019
Journal
Volume
59
Issue
6-7
Pages
598 - 607
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