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Equity in the science classroom : assessing the attitudes of female science students towards alternative methods of assessment Little, Diane E.
Abstract
This study examines the attitudes of female high school science students towards alternative assessment strategies and probes the influence of alternative assessment on the students' attitudes towards science. During one school year, ninety-three Science 9 students were exposed to three different methods of alternative assessment (i.e. portfolio-based assessment, drama-based assessment, and practical lab tests) as well as traditional assessment strategies (i.e. multiple choice and openended tests). Student questionnaires, teacher interviews, and classroom observations were completed in order to ascertain the attitudes and reactions of the students to the alternative methods of assessment. The findings show that the students positively received the alternative methods of assessment. Students believed that these methods of assessment improved their connection with science, improved their ability to express themselves and their understanding of science, and made science less difficult and more enjoyable.
Item Metadata
Title |
Equity in the science classroom : assessing the attitudes of female science students towards alternative methods of assessment
|
Creator | |
Publisher |
University of British Columbia
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Date Issued |
1999
|
Description |
This study examines the attitudes of female high school science students towards
alternative assessment strategies and probes the influence of alternative assessment on the
students' attitudes towards science.
During one school year, ninety-three Science 9 students were exposed to three different
methods of alternative assessment (i.e. portfolio-based assessment, drama-based assessment,
and practical lab tests) as well as traditional assessment strategies (i.e. multiple choice and openended
tests). Student questionnaires, teacher interviews, and classroom observations were
completed in order to ascertain the attitudes and reactions of the students to the alternative
methods of assessment.
The findings show that the students positively received the alternative methods of
assessment. Students believed that these methods of assessment improved their connection
with science, improved their ability to express themselves and their understanding of science, and
made science less difficult and more enjoyable.
|
Extent |
5450613 bytes
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Genre | |
Type | |
File Format |
application/pdf
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Language |
eng
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Date Available |
2009-06-16
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Provider |
Vancouver : University of British Columbia Library
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Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
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DOI |
10.14288/1.0054970
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Graduation Date |
1999-05
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Campus | |
Scholarly Level |
Graduate
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Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.