Biology teachers’ use of their interpretational frameworks for assessing students’ understandings in biology
The study examined interpretational frameworks of six experienced biology teachers related to their roles in assessing students’ written answers to test questions. Data comprised in-depth interviews, sample tests, marking keys and student answers. Teachers’ interpretational frameworks depend on thei...
| Main Author: | |
|---|---|
| Format: | Thesis |
| Language: | English |
| Published: |
Curtin University
2015
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| Online Access: | http://hdl.handle.net/20.500.11937/1817 |
| _version_ | 1848743776817774592 |
|---|---|
| author | Horne, Elaine |
| author_facet | Horne, Elaine |
| author_sort | Horne, Elaine |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | The study examined interpretational frameworks of six experienced biology teachers related to their roles in assessing students’ written answers to test questions. Data comprised in-depth interviews, sample tests, marking keys and student answers. Teachers’ interpretational frameworks depend on their expectations and are complex, three-dimensional, relational, predominantly visual and incorporate dynamic decision-making processes in forming judgments about students’ answers. Pedagogical Content assessment Knowledge (PCaK) is proposed as a major organising feature. |
| first_indexed | 2025-11-14T05:50:57Z |
| format | Thesis |
| id | curtin-20.500.11937-1817 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T05:50:57Z |
| publishDate | 2015 |
| publisher | Curtin University |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-18172017-02-20T06:37:57Z Biology teachers’ use of their interpretational frameworks for assessing students’ understandings in biology Horne, Elaine The study examined interpretational frameworks of six experienced biology teachers related to their roles in assessing students’ written answers to test questions. Data comprised in-depth interviews, sample tests, marking keys and student answers. Teachers’ interpretational frameworks depend on their expectations and are complex, three-dimensional, relational, predominantly visual and incorporate dynamic decision-making processes in forming judgments about students’ answers. Pedagogical Content assessment Knowledge (PCaK) is proposed as a major organising feature. 2015 Thesis http://hdl.handle.net/20.500.11937/1817 en Curtin University fulltext |
| spellingShingle | Horne, Elaine Biology teachers’ use of their interpretational frameworks for assessing students’ understandings in biology |
| title | Biology teachers’ use of their interpretational frameworks for assessing students’ understandings in biology |
| title_full | Biology teachers’ use of their interpretational frameworks for assessing students’ understandings in biology |
| title_fullStr | Biology teachers’ use of their interpretational frameworks for assessing students’ understandings in biology |
| title_full_unstemmed | Biology teachers’ use of their interpretational frameworks for assessing students’ understandings in biology |
| title_short | Biology teachers’ use of their interpretational frameworks for assessing students’ understandings in biology |
| title_sort | biology teachers’ use of their interpretational frameworks for assessing students’ understandings in biology |
| url | http://hdl.handle.net/20.500.11937/1817 |