Language background and assessment in the physical sciences

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Show simple item record Logan, Peter en_US Hazel, Elizabeth en_US
dc.contributor.editor en_US 2012-10-12T03:34:47Z 2012-10-12T03:34:47Z 1999 en_US
dc.identifier 2011002471 en_US
dc.identifier.citation Logan Peter and Hazel Elizabeth 1999, 'Language background and assessment in the physical sciences', Routledge, vol. 24, no. 1, pp. 53-65. en_US
dc.identifier.issn 0260-2938 en_US
dc.identifier.other C1UNSUBMIT en_US
dc.description.abstract A project was initiated at the University of Technology, Sydney to look at the role of language and gender in assessment of first-year university students in Physics. Research on student learning has shown that assessment, to a large extent, determines the curriculum for students and their approaches to learning. Assessment plays a crucial role in students' interest and motivation in a subject and the quality of their learning outcomes. In this paper, we report on a three-part study. The first involved an analysis of assessment items. The second involved the use of paired questions to investigate the effect of the format of the question. The third involved investigating the effects of including a range of assessment types. The effects of language background were important and were found to interact with gender. Strategies will be discussed for changing assessments in the physical sciences to make them more equitable. en_US
dc.language en_US
dc.publisher Routledge en_US
dc.relation.isbasedon en_US
dc.title Language background and assessment in the physical sciences en_US
dc.parent Assessment and Evaluation in Higher Education en_US
dc.journal.volume 24 en_US
dc.journal.number 1 en_US
dc.publocation UK en_US
dc.identifier.startpage 53 en_US
dc.identifier.endpage 65 en_US SCI.Faculty of Science en_US
dc.conference Verified OK en_US
dc.for 130300 en_US
dc.personcode 034828 en_US
dc.personcode 100809 en_US
dc.percentage 34 en_US Specialist Studies in Education en_US
dc.classification.type FOR-08 en_US
dc.edition en_US
dc.custom en_US en_US
dc.location.activity en_US
dc.description.keywords en_US
dc.staffid en_US
dc.staffid 100809 en_US

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