Equitable assessment of students in physics: importance of gender and language background

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dc.contributor.author Hazel, Elizabeth en_US
dc.contributor.author Logan, Peter en_US
dc.contributor.author Gallagher, Patricia en_US
dc.contributor.editor en_US
dc.date.accessioned 2012-10-12T03:34:47Z
dc.date.available 2012-10-12T03:34:47Z
dc.date.issued 1997 en_US
dc.identifier 2011002470 en_US
dc.identifier.citation Hazel Elizabeth, Logan Peter, and Gallagher Patricia 1997, 'Equitable assessment of students in physics: importance of gender and language background', Taylor & Francis Inc., vol. 19, no. 4, pp. 381-392. en_US
dc.identifier.issn 0950-0693 en_US
dc.identifier.other C1UNSUBMIT en_US
dc.identifier.uri http://hdl.handle.net/10453/18781
dc.description.abstract Research on student learning has shown that assessment is a key factor in determining students' approaches to learning. It plays an important role in their willingness and ability to pursue further studies in a field and to consider careers in a field. Some research suggests that in areas of science and technology, questions of the traditional short quantitative type, multiple choice structure or those lacking in context may disadvantage female students in assessments. In this paper, we report on a study of student assessment in first year physics at university level. The results suggest that the question type and the context within which the questions were set were likely to favour male students. In performance, the group most at risk were female students of non-English speaking background. Strategies are discussed for changing assessments in the physical sciences to use more gender equitable approaches. en_US
dc.language en_US
dc.publisher Taylor & Francis Inc. en_US
dc.relation.isbasedon http://dx.doi.org/10.1080/0950069970190402 en_US
dc.title Equitable assessment of students in physics: importance of gender and language background en_US
dc.parent International Journal of Science Education en_US
dc.journal.volume 19 en_US
dc.journal.number 4 en_US
dc.publocation London en_US
dc.identifier.startpage 381 en_US
dc.identifier.endpage 392 en_US
dc.cauo.name SCI.Faculty of Science en_US
dc.conference Verified OK en_US
dc.for 130200 en_US
dc.personcode 100809 en_US
dc.personcode 034828 en_US
dc.personcode 0000065799 en_US
dc.percentage 100 en_US
dc.classification.name Curriculum and Pedagogy en_US
dc.classification.type FOR-08 en_US
dc.edition en_US
dc.custom en_US
dc.date.activity en_US
dc.location.activity en_US
dc.description.keywords pedagogy; science education; physics education en_US


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