By the same authors

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From the same journal

Practical work at the upper high school level: the evaluation of a new model of assessment

Research output: Contribution to journalArticle

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Practical work at the upper high school level: the evaluation of a new model of assessment. / Bennett, J ; Kennedy, D .

In: International Journal of Science Education, Vol. 23, No. 1, 01.2001, p. 97-110.

Research output: Contribution to journalArticle

Harvard

Bennett, J & Kennedy, D 2001, 'Practical work at the upper high school level: the evaluation of a new model of assessment', International Journal of Science Education, vol. 23, no. 1, pp. 97-110.

APA

Bennett, J., & Kennedy, D. (2001). Practical work at the upper high school level: the evaluation of a new model of assessment. International Journal of Science Education, 23(1), 97-110.

Vancouver

Bennett J, Kennedy D. Practical work at the upper high school level: the evaluation of a new model of assessment. International Journal of Science Education. 2001 Jan;23(1):97-110.

Author

Bennett, J ; Kennedy, D . / Practical work at the upper high school level: the evaluation of a new model of assessment. In: International Journal of Science Education. 2001 ; Vol. 23, No. 1. pp. 97-110.

Bibtex - Download

@article{4a96dea30b6d464092b14a1f0755ca5d,
title = "Practical work at the upper high school level: the evaluation of a new model of assessment",
abstract = "This paper reports on a research study into the assessment of practical work at the upper high school level in Ireland. The principal aim of the study was to evaluate the effectiveness of a new assessment model for practical work, which involved the use of a visiting examiner. Data were gathered by three means: a comparative analysis of the marks obtained on the written questions and performance in the practical assessment of over 350 students in each of chemistry and physics in 30 schools; an analysis using Bloom's Taxonomy of both the existing and the new models for assessing practical abilities; and the use of questionnaires with teachers and examiners involved in the study. The main finding was that the new model provided a reliable and valid assessment of a range of practical abilities, which was also economical of time and resources. Additionally, there was evidence of benefits to the examiners and teachers involved in terms of their own professional development.",
author = "J Bennett and D Kennedy",
year = "2001",
month = "1",
language = "English",
volume = "23",
pages = "97--110",
journal = "International Journal of Science Education",
issn = "0950-0693",
publisher = "Taylor and Francis Ltd.",
number = "1",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - Practical work at the upper high school level: the evaluation of a new model of assessment

AU - Bennett, J

AU - Kennedy, D

PY - 2001/1

Y1 - 2001/1

N2 - This paper reports on a research study into the assessment of practical work at the upper high school level in Ireland. The principal aim of the study was to evaluate the effectiveness of a new assessment model for practical work, which involved the use of a visiting examiner. Data were gathered by three means: a comparative analysis of the marks obtained on the written questions and performance in the practical assessment of over 350 students in each of chemistry and physics in 30 schools; an analysis using Bloom's Taxonomy of both the existing and the new models for assessing practical abilities; and the use of questionnaires with teachers and examiners involved in the study. The main finding was that the new model provided a reliable and valid assessment of a range of practical abilities, which was also economical of time and resources. Additionally, there was evidence of benefits to the examiners and teachers involved in terms of their own professional development.

AB - This paper reports on a research study into the assessment of practical work at the upper high school level in Ireland. The principal aim of the study was to evaluate the effectiveness of a new assessment model for practical work, which involved the use of a visiting examiner. Data were gathered by three means: a comparative analysis of the marks obtained on the written questions and performance in the practical assessment of over 350 students in each of chemistry and physics in 30 schools; an analysis using Bloom's Taxonomy of both the existing and the new models for assessing practical abilities; and the use of questionnaires with teachers and examiners involved in the study. The main finding was that the new model provided a reliable and valid assessment of a range of practical abilities, which was also economical of time and resources. Additionally, there was evidence of benefits to the examiners and teachers involved in terms of their own professional development.

M3 - Article

VL - 23

SP - 97

EP - 110

JO - International Journal of Science Education

JF - International Journal of Science Education

SN - 0950-0693

IS - 1

ER -