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Valuing Assessment in Science Education: Pedagogy, Curriculum, Policy

Overview of attention for book
Cover of 'Valuing Assessment in Science Education: Pedagogy, Curriculum, Policy'

Table of Contents

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    Book Overview
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    Chapter 1 Valuing Assessment in Science Education: An Introductory Framework
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    Chapter 2 International Assessments of Science Learning: Their Positive and Negative Contributions to Science Education
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    Chapter 3 International, National and Classroom Assessment: Potent Factors in Shaping What Counts in School Science
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    Chapter 4 Improving Science Education: Why Assessment Matters
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    Chapter 5 Towards an Authentically Assessed Science Curriculum
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    Chapter 6 Aligning Science Curriculum Renewal Efforts and Assessment Practices
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    Chapter 7 Content to be Assessed Across the History of the National Assessment of Educational Progress
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    Chapter 8 The Influence of Assessment on Moderating Science Teachers’ Beliefs and Practices
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    Chapter 9 Issues in Teaching for and Assessment of Creativity in Mathematics and Science
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    Chapter 10 Science Teachers’ Understanding of the College Entrance Examination in a Climate of National Curriculum Reform in China
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    Chapter 11 Pedagogy in Theory and in Practice: Formative and Summative Assessments in Classrooms and in Systems
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    Chapter 12 An Assessment Perezhivanie: Building an Assessment Pedagogy for, with and of Early Childhood Science Learning
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    Chapter 13 Classroom Assessment: Making Space for Diversity
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    Chapter 14 Formative Assessment as a Cultural Practice: The Use of Written Formative Assessment in Samoan Science Classrooms
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    Chapter 15 The Disparity Between Achievement and Engagement in Students’ Science Learning: A Case of East-Asian Regions
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    Chapter 16 Embedding Assessment Within Primary School Science: A Case Study
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    Chapter 17 Formative Assessment in Learning to Teach Science
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    Chapter 18 Changing Assessment Practices in Science Classrooms
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    Chapter 19 Assessment: Where to Next?
Attention for Chapter 15: The Disparity Between Achievement and Engagement in Students’ Science Learning: A Case of East-Asian Regions
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Citations

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Readers on

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9 Mendeley
Summary Dimensions citations
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Chapter title
The Disparity Between Achievement and Engagement in Students’ Science Learning: A Case of East-Asian Regions
Chapter number 15
Book title
Valuing Assessment in Science Education: Pedagogy, Curriculum, Policy
Published by
Springer, Dordrecht, January 2013
DOI 10.1007/978-94-007-6668-6_15
Book ISBNs
978-9-40-076667-9, 978-9-40-076668-6
Authors

Jinwoong Song

View on publisher site
Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 9 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 9 100%

Demographic breakdown

Readers by professional status Count As %
Lecturer 1 11%
Student > Doctoral Student 1 11%
Student > Bachelor 1 11%
Student > Ph. D. Student 1 11%
Student > Master 1 11%
Other 0 0%
Unknown 4 44%
Readers by discipline Count As %
Social Sciences 3 33%
Business, Management and Accounting 1 11%
Physics and Astronomy 1 11%
Psychology 1 11%
Unknown 3 33%

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