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You searched for subject:(science assessment). Showing records 1 – 30 of 797 total matches.

[1] [2] [3] [4] [5] … [27]

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Iowa State University

1. Murdock, Rachel Collier. An instrument for assessing the public communication of scientists.

Degree: 2017, Iowa State University

 An instrument for valid, quantitative assessment of scientists’ public communication promises to promote improved science communication by giving formative feedback to scientists developing their communication… (more)

Subjects/Keywords: Assessment; Language Assessment; Oral Communication Assessment; Rhetoric of Science; Science Communication; Speech Communication; Communication; Rhetoric

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APA (6th Edition):

Murdock, R. C. (2017). An instrument for assessing the public communication of scientists. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/15586

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Murdock, Rachel Collier. “An instrument for assessing the public communication of scientists.” 2017. Thesis, Iowa State University. Accessed July 21, 2019. https://lib.dr.iastate.edu/etd/15586.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Murdock, Rachel Collier. “An instrument for assessing the public communication of scientists.” 2017. Web. 21 Jul 2019.

Vancouver:

Murdock RC. An instrument for assessing the public communication of scientists. [Internet] [Thesis]. Iowa State University; 2017. [cited 2019 Jul 21]. Available from: https://lib.dr.iastate.edu/etd/15586.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Murdock RC. An instrument for assessing the public communication of scientists. [Thesis]. Iowa State University; 2017. Available from: https://lib.dr.iastate.edu/etd/15586

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Temple University

2. Shelton, Angi. Comparing the Performance and Preference of Students Experiencing a Reading Aloud Accommodation to those who do not on a Virtual Science Assessment.

Degree: 2012, Temple University

CITE/Mathematics and Science Education

Ed.D.

Many United States secondary students perform poorly on standardized summative science assessments. Situated Assessments using Virtual Environments (SAVE) Science is… (more)

Subjects/Keywords: Science education; Reading Aloud Accommodation; Science Assessment; Virtual Assessment

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APA (6th Edition):

Shelton, A. (2012). Comparing the Performance and Preference of Students Experiencing a Reading Aloud Accommodation to those who do not on a Virtual Science Assessment. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,165267

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Shelton, Angi. “Comparing the Performance and Preference of Students Experiencing a Reading Aloud Accommodation to those who do not on a Virtual Science Assessment.” 2012. Thesis, Temple University. Accessed July 21, 2019. http://digital.library.temple.edu/u?/p245801coll10,165267.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Shelton, Angi. “Comparing the Performance and Preference of Students Experiencing a Reading Aloud Accommodation to those who do not on a Virtual Science Assessment.” 2012. Web. 21 Jul 2019.

Vancouver:

Shelton A. Comparing the Performance and Preference of Students Experiencing a Reading Aloud Accommodation to those who do not on a Virtual Science Assessment. [Internet] [Thesis]. Temple University; 2012. [cited 2019 Jul 21]. Available from: http://digital.library.temple.edu/u?/p245801coll10,165267.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Shelton A. Comparing the Performance and Preference of Students Experiencing a Reading Aloud Accommodation to those who do not on a Virtual Science Assessment. [Thesis]. Temple University; 2012. Available from: http://digital.library.temple.edu/u?/p245801coll10,165267

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

3. Doran, Virginia M. Assessment Literacy in a Mathematics Classroom.

Degree: MS, Mathematics, 2017, Governors State University

 The purpose of this study was to determine the effects of using assessment literacy in a math classroom. This was accomplished by analyzing the test… (more)

Subjects/Keywords: assessment; formative assessments; summative assessments; assessment literacy; assessment of learning; assessment for learning; assessment as learning; Science and Mathematics Education

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APA (6th Edition):

Doran, V. M. (2017). Assessment Literacy in a Mathematics Classroom. (Thesis). Governors State University. Retrieved from https://opus.govst.edu/theses/109

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Doran, Virginia M. “Assessment Literacy in a Mathematics Classroom.” 2017. Thesis, Governors State University. Accessed July 21, 2019. https://opus.govst.edu/theses/109.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Doran, Virginia M. “Assessment Literacy in a Mathematics Classroom.” 2017. Web. 21 Jul 2019.

Vancouver:

Doran VM. Assessment Literacy in a Mathematics Classroom. [Internet] [Thesis]. Governors State University; 2017. [cited 2019 Jul 21]. Available from: https://opus.govst.edu/theses/109.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Doran VM. Assessment Literacy in a Mathematics Classroom. [Thesis]. Governors State University; 2017. Available from: https://opus.govst.edu/theses/109

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of KwaZulu-Natal

4. [No author]. An environmental risk assessment of the creosote bleedings at the Howick Pole Yard.

Degree: Environmental science, 2008, University of KwaZulu-Natal

 Many local authorities are major polluters and are ignoring each and every rule in the book. Raw sewerage is dumped in to rivers and the… (more)

Subjects/Keywords: Environmental science.; Environmental risk assessment.; Creosote.

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APA (6th Edition):

author], [. (2008). An environmental risk assessment of the creosote bleedings at the Howick Pole Yard. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/1248

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

author], [No. “An environmental risk assessment of the creosote bleedings at the Howick Pole Yard. ” 2008. Thesis, University of KwaZulu-Natal. Accessed July 21, 2019. http://hdl.handle.net/10413/1248.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

author], [No. “An environmental risk assessment of the creosote bleedings at the Howick Pole Yard. ” 2008. Web. 21 Jul 2019.

Vancouver:

author] [. An environmental risk assessment of the creosote bleedings at the Howick Pole Yard. [Internet] [Thesis]. University of KwaZulu-Natal; 2008. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10413/1248.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

author] [. An environmental risk assessment of the creosote bleedings at the Howick Pole Yard. [Thesis]. University of KwaZulu-Natal; 2008. Available from: http://hdl.handle.net/10413/1248

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Miami University

5. Bader, Eileen Marie. Evaluation of Channel Instability in an Urban Stream, Butler, Ohio and Development of a Channel Stability Assessment Protocol.

Degree: Master of Environmental Science, Environmental Sciences, 2009, Miami University

 Severe erosion has been observed in Bull Run, a small suburban stream in Butler County, Ohio. Erosion has led to extremely steep banks with extensive… (more)

Subjects/Keywords: Environmental Science; channel stability assessment; erosion; urbanization

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APA (6th Edition):

Bader, E. M. (2009). Evaluation of Channel Instability in an Urban Stream, Butler, Ohio and Development of a Channel Stability Assessment Protocol. (Masters Thesis). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1250209774

Chicago Manual of Style (16th Edition):

Bader, Eileen Marie. “Evaluation of Channel Instability in an Urban Stream, Butler, Ohio and Development of a Channel Stability Assessment Protocol.” 2009. Masters Thesis, Miami University. Accessed July 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1250209774.

MLA Handbook (7th Edition):

Bader, Eileen Marie. “Evaluation of Channel Instability in an Urban Stream, Butler, Ohio and Development of a Channel Stability Assessment Protocol.” 2009. Web. 21 Jul 2019.

Vancouver:

Bader EM. Evaluation of Channel Instability in an Urban Stream, Butler, Ohio and Development of a Channel Stability Assessment Protocol. [Internet] [Masters thesis]. Miami University; 2009. [cited 2019 Jul 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1250209774.

Council of Science Editors:

Bader EM. Evaluation of Channel Instability in an Urban Stream, Butler, Ohio and Development of a Channel Stability Assessment Protocol. [Masters Thesis]. Miami University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1250209774


Penn State University

6. Sezen, Asli. FROM THE TEACHERS’ EYES: AN ETNOGRAPHIC-CASE STUDY ON DEVELOPING MODELS OF INFORMAL FORMATIVE ASSESSMENTS (IFA) AND UNDERSTANDING THE CHALLENGES TO EFFECTIVE IMPLEMENTATION IN SCIENCE CLASSROOMS.

Degree: PhD, Curriculum and Instruction, 2011, Penn State University

 The emphasis on socio-cultural theories of learning has required the understanding of multi-dimensional, dynamic and social nature of acquiring the scientific knowledge and practices. Recent… (more)

Subjects/Keywords: discourse analysis; assessment; science teacher education; CHAT

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APA (6th Edition):

Sezen, A. (2011). FROM THE TEACHERS’ EYES: AN ETNOGRAPHIC-CASE STUDY ON DEVELOPING MODELS OF INFORMAL FORMATIVE ASSESSMENTS (IFA) AND UNDERSTANDING THE CHALLENGES TO EFFECTIVE IMPLEMENTATION IN SCIENCE CLASSROOMS. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/11848

Chicago Manual of Style (16th Edition):

Sezen, Asli. “FROM THE TEACHERS’ EYES: AN ETNOGRAPHIC-CASE STUDY ON DEVELOPING MODELS OF INFORMAL FORMATIVE ASSESSMENTS (IFA) AND UNDERSTANDING THE CHALLENGES TO EFFECTIVE IMPLEMENTATION IN SCIENCE CLASSROOMS.” 2011. Doctoral Dissertation, Penn State University. Accessed July 21, 2019. https://etda.libraries.psu.edu/catalog/11848.

MLA Handbook (7th Edition):

Sezen, Asli. “FROM THE TEACHERS’ EYES: AN ETNOGRAPHIC-CASE STUDY ON DEVELOPING MODELS OF INFORMAL FORMATIVE ASSESSMENTS (IFA) AND UNDERSTANDING THE CHALLENGES TO EFFECTIVE IMPLEMENTATION IN SCIENCE CLASSROOMS.” 2011. Web. 21 Jul 2019.

Vancouver:

Sezen A. FROM THE TEACHERS’ EYES: AN ETNOGRAPHIC-CASE STUDY ON DEVELOPING MODELS OF INFORMAL FORMATIVE ASSESSMENTS (IFA) AND UNDERSTANDING THE CHALLENGES TO EFFECTIVE IMPLEMENTATION IN SCIENCE CLASSROOMS. [Internet] [Doctoral dissertation]. Penn State University; 2011. [cited 2019 Jul 21]. Available from: https://etda.libraries.psu.edu/catalog/11848.

Council of Science Editors:

Sezen A. FROM THE TEACHERS’ EYES: AN ETNOGRAPHIC-CASE STUDY ON DEVELOPING MODELS OF INFORMAL FORMATIVE ASSESSMENTS (IFA) AND UNDERSTANDING THE CHALLENGES TO EFFECTIVE IMPLEMENTATION IN SCIENCE CLASSROOMS. [Doctoral Dissertation]. Penn State University; 2011. Available from: https://etda.libraries.psu.edu/catalog/11848


University of Tennessee – Knoxville

7. Iqbal, Javed. Formative Assessment Professional Development for Science Teachers: A Qualitative Meta-Analysis of the Research Literature.

Degree: MS, Teacher Education, 2017, University of Tennessee – Knoxville

  The major aim of teaching science at the K-12 level is to develop scientific and critical thinking by promoting inquiry skills and fostering a… (more)

Subjects/Keywords: Formative Assessment; Professional Development; Science Education; Education

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APA (6th Edition):

Iqbal, J. (2017). Formative Assessment Professional Development for Science Teachers: A Qualitative Meta-Analysis of the Research Literature. (Thesis). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_gradthes/4710

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Iqbal, Javed. “Formative Assessment Professional Development for Science Teachers: A Qualitative Meta-Analysis of the Research Literature.” 2017. Thesis, University of Tennessee – Knoxville. Accessed July 21, 2019. https://trace.tennessee.edu/utk_gradthes/4710.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Iqbal, Javed. “Formative Assessment Professional Development for Science Teachers: A Qualitative Meta-Analysis of the Research Literature.” 2017. Web. 21 Jul 2019.

Vancouver:

Iqbal J. Formative Assessment Professional Development for Science Teachers: A Qualitative Meta-Analysis of the Research Literature. [Internet] [Thesis]. University of Tennessee – Knoxville; 2017. [cited 2019 Jul 21]. Available from: https://trace.tennessee.edu/utk_gradthes/4710.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Iqbal J. Formative Assessment Professional Development for Science Teachers: A Qualitative Meta-Analysis of the Research Literature. [Thesis]. University of Tennessee – Knoxville; 2017. Available from: https://trace.tennessee.edu/utk_gradthes/4710

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Deakin University

8. Kakkinen, Christine. Multi-dimensional assessment of student capabilities in mathematics and science.

Degree: School of Education, 2014, Deakin University

 This study investigated relationships between students’ understanding, performance, and disposition in mathematics and science. The results indicated that assessments should be used to promote all… (more)

Subjects/Keywords: mathematics; science; student capabilities; student assessment

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APA (6th Edition):

Kakkinen, C. (2014). Multi-dimensional assessment of student capabilities in mathematics and science. (Thesis). Deakin University. Retrieved from http://hdl.handle.net/10536/DRO/DU:30066238

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kakkinen, Christine. “Multi-dimensional assessment of student capabilities in mathematics and science.” 2014. Thesis, Deakin University. Accessed July 21, 2019. http://hdl.handle.net/10536/DRO/DU:30066238.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kakkinen, Christine. “Multi-dimensional assessment of student capabilities in mathematics and science.” 2014. Web. 21 Jul 2019.

Vancouver:

Kakkinen C. Multi-dimensional assessment of student capabilities in mathematics and science. [Internet] [Thesis]. Deakin University; 2014. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10536/DRO/DU:30066238.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kakkinen C. Multi-dimensional assessment of student capabilities in mathematics and science. [Thesis]. Deakin University; 2014. Available from: http://hdl.handle.net/10536/DRO/DU:30066238

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Victoria University of Wellington

9. Webber, D'Arcy. Modelling Complexity and Uncertainty in Fisheries Stock Assessment.

Degree: 2015, Victoria University of Wellington

 Stock assessment models are used to determine the population size of fish stocks. Although stock assessment models are complex, they still make simplifying assumptions. Generally,… (more)

Subjects/Keywords: Fisheries science; Stock assessment; Bayesian statistics

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APA (6th Edition):

Webber, D. (2015). Modelling Complexity and Uncertainty in Fisheries Stock Assessment. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/4810

Chicago Manual of Style (16th Edition):

Webber, D'Arcy. “Modelling Complexity and Uncertainty in Fisheries Stock Assessment.” 2015. Doctoral Dissertation, Victoria University of Wellington. Accessed July 21, 2019. http://hdl.handle.net/10063/4810.

MLA Handbook (7th Edition):

Webber, D'Arcy. “Modelling Complexity and Uncertainty in Fisheries Stock Assessment.” 2015. Web. 21 Jul 2019.

Vancouver:

Webber D. Modelling Complexity and Uncertainty in Fisheries Stock Assessment. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2015. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10063/4810.

Council of Science Editors:

Webber D. Modelling Complexity and Uncertainty in Fisheries Stock Assessment. [Doctoral Dissertation]. Victoria University of Wellington; 2015. Available from: http://hdl.handle.net/10063/4810


University of KwaZulu-Natal

10. Gounden, Salicia. Assessment of the functional health status of the Melville wetland system, KwaDukuza, South Africa.

Degree: 2016, University of KwaZulu-Natal

 Internationally, wetlands are recognised as being valuable, natural ecosystems that provide a spectrum of functions, goods and services. Wetlands are also known to be extensively… (more)

Subjects/Keywords: Theses - Environmental Science.; Assessment.; Wetland.; Health.; Hydrology.

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APA (6th Edition):

Gounden, S. (2016). Assessment of the functional health status of the Melville wetland system, KwaDukuza, South Africa. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/16263

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Gounden, Salicia. “Assessment of the functional health status of the Melville wetland system, KwaDukuza, South Africa.” 2016. Thesis, University of KwaZulu-Natal. Accessed July 21, 2019. https://researchspace.ukzn.ac.za/handle/10413/16263.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Gounden, Salicia. “Assessment of the functional health status of the Melville wetland system, KwaDukuza, South Africa.” 2016. Web. 21 Jul 2019.

Vancouver:

Gounden S. Assessment of the functional health status of the Melville wetland system, KwaDukuza, South Africa. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2019 Jul 21]. Available from: https://researchspace.ukzn.ac.za/handle/10413/16263.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gounden S. Assessment of the functional health status of the Melville wetland system, KwaDukuza, South Africa. [Thesis]. University of KwaZulu-Natal; 2016. Available from: https://researchspace.ukzn.ac.za/handle/10413/16263

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Virginia Tech

11. Goldman, Andrew Benjamin. Using Daily Missions to Promote Incremental Progress on Programming Assignments.

Degree: MS, Computer Science, 2019, Virginia Tech

 Automatic assessment tools are increasingly utilized in undergraduate programming courses to evaluate software solutions, streamlining the grading process for both students and professors. In spite… (more)

Subjects/Keywords: Gamification; Automatic Assessment Tools; Computer Science Education

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APA (6th Edition):

Goldman, A. B. (2019). Using Daily Missions to Promote Incremental Progress on Programming Assignments. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/90775

Chicago Manual of Style (16th Edition):

Goldman, Andrew Benjamin. “Using Daily Missions to Promote Incremental Progress on Programming Assignments.” 2019. Masters Thesis, Virginia Tech. Accessed July 21, 2019. http://hdl.handle.net/10919/90775.

MLA Handbook (7th Edition):

Goldman, Andrew Benjamin. “Using Daily Missions to Promote Incremental Progress on Programming Assignments.” 2019. Web. 21 Jul 2019.

Vancouver:

Goldman AB. Using Daily Missions to Promote Incremental Progress on Programming Assignments. [Internet] [Masters thesis]. Virginia Tech; 2019. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10919/90775.

Council of Science Editors:

Goldman AB. Using Daily Missions to Promote Incremental Progress on Programming Assignments. [Masters Thesis]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/90775


University of Arizona

12. Simon, Molly. Part I: How Did We Get Here? College Students' Preinstructional Ideas on the Topic of Planet Formation, and the Development of the Planet Formation Concept Inventory; Part II: Evidence for Magnetically Driven Protoplanetary Disk Winds .

Degree: 2019, University of Arizona

 This dissertation includes two independent research projects, one in astronomy education research and the other in planetary science/astrophysics research. In the first research effort, we… (more)

Subjects/Keywords: Assessment; Planet Formation; Protoplanetary Disks; Science Education

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APA (6th Edition):

Simon, M. (2019). Part I: How Did We Get Here? College Students' Preinstructional Ideas on the Topic of Planet Formation, and the Development of the Planet Formation Concept Inventory; Part II: Evidence for Magnetically Driven Protoplanetary Disk Winds . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/633176

Chicago Manual of Style (16th Edition):

Simon, Molly. “Part I: How Did We Get Here? College Students' Preinstructional Ideas on the Topic of Planet Formation, and the Development of the Planet Formation Concept Inventory; Part II: Evidence for Magnetically Driven Protoplanetary Disk Winds .” 2019. Doctoral Dissertation, University of Arizona. Accessed July 21, 2019. http://hdl.handle.net/10150/633176.

MLA Handbook (7th Edition):

Simon, Molly. “Part I: How Did We Get Here? College Students' Preinstructional Ideas on the Topic of Planet Formation, and the Development of the Planet Formation Concept Inventory; Part II: Evidence for Magnetically Driven Protoplanetary Disk Winds .” 2019. Web. 21 Jul 2019.

Vancouver:

Simon M. Part I: How Did We Get Here? College Students' Preinstructional Ideas on the Topic of Planet Formation, and the Development of the Planet Formation Concept Inventory; Part II: Evidence for Magnetically Driven Protoplanetary Disk Winds . [Internet] [Doctoral dissertation]. University of Arizona; 2019. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10150/633176.

Council of Science Editors:

Simon M. Part I: How Did We Get Here? College Students' Preinstructional Ideas on the Topic of Planet Formation, and the Development of the Planet Formation Concept Inventory; Part II: Evidence for Magnetically Driven Protoplanetary Disk Winds . [Doctoral Dissertation]. University of Arizona; 2019. Available from: http://hdl.handle.net/10150/633176


Virginia Commonwealth University

13. McKeown, Tammy. Validation Study of the Science Literacy Assessment: A Measure to Assess Middle School Students' Attitudes Toward Science and Ability to Think Scientifically.

Degree: PhD, Education, 2017, Virginia Commonwealth University

  This study investigated validity evidence for the Science Literacy Assessment, an instrument designed to assess middle school students’ ability to think scientifically as well… (more)

Subjects/Keywords: validation study; science literacy; validity; science assessment; Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

McKeown, T. (2017). Validation Study of the Science Literacy Assessment: A Measure to Assess Middle School Students' Attitudes Toward Science and Ability to Think Scientifically. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/5080

Chicago Manual of Style (16th Edition):

McKeown, Tammy. “Validation Study of the Science Literacy Assessment: A Measure to Assess Middle School Students' Attitudes Toward Science and Ability to Think Scientifically.” 2017. Doctoral Dissertation, Virginia Commonwealth University. Accessed July 21, 2019. https://scholarscompass.vcu.edu/etd/5080.

MLA Handbook (7th Edition):

McKeown, Tammy. “Validation Study of the Science Literacy Assessment: A Measure to Assess Middle School Students' Attitudes Toward Science and Ability to Think Scientifically.” 2017. Web. 21 Jul 2019.

Vancouver:

McKeown T. Validation Study of the Science Literacy Assessment: A Measure to Assess Middle School Students' Attitudes Toward Science and Ability to Think Scientifically. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2017. [cited 2019 Jul 21]. Available from: https://scholarscompass.vcu.edu/etd/5080.

Council of Science Editors:

McKeown T. Validation Study of the Science Literacy Assessment: A Measure to Assess Middle School Students' Attitudes Toward Science and Ability to Think Scientifically. [Doctoral Dissertation]. Virginia Commonwealth University; 2017. Available from: https://scholarscompass.vcu.edu/etd/5080


Liberty University

14. Jarrett, Michael. Teachers' Perceptions of Assessment Practices in Mathematics: Comparing Rural and Urban Secondary Schools in England.

Degree: 2016, Liberty University

 This causal-comparative study compared the mean scores on the measures to determine if there were differences in perceived frequency of usage and perceived skill in… (more)

Subjects/Keywords: Assessment for Learning; Assessment in Mathematics; Assessment Practices; Classroom Assessment; Classroom Evaluation; Teachers' Assessment; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Leadership; Other Education; Science and Mathematics Education

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APA (6th Edition):

Jarrett, M. (2016). Teachers' Perceptions of Assessment Practices in Mathematics: Comparing Rural and Urban Secondary Schools in England. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1267

Chicago Manual of Style (16th Edition):

Jarrett, Michael. “Teachers' Perceptions of Assessment Practices in Mathematics: Comparing Rural and Urban Secondary Schools in England.” 2016. Doctoral Dissertation, Liberty University. Accessed July 21, 2019. http://digitalcommons.liberty.edu/doctoral/1267.

MLA Handbook (7th Edition):

Jarrett, Michael. “Teachers' Perceptions of Assessment Practices in Mathematics: Comparing Rural and Urban Secondary Schools in England.” 2016. Web. 21 Jul 2019.

Vancouver:

Jarrett M. Teachers' Perceptions of Assessment Practices in Mathematics: Comparing Rural and Urban Secondary Schools in England. [Internet] [Doctoral dissertation]. Liberty University; 2016. [cited 2019 Jul 21]. Available from: http://digitalcommons.liberty.edu/doctoral/1267.

Council of Science Editors:

Jarrett M. Teachers' Perceptions of Assessment Practices in Mathematics: Comparing Rural and Urban Secondary Schools in England. [Doctoral Dissertation]. Liberty University; 2016. Available from: http://digitalcommons.liberty.edu/doctoral/1267


University of Georgia

15. Kim, Young Ae. The development of prospective science teachers’ knowledge of modeling and modeling-oriented assessment during teacher education.

Degree: PhD, Science Education, 2017, University of Georgia

 Teaching science using models and modeling is a fundamental part of science education worldwide. Modeling is one of the core practices in the NGSS. This… (more)

Subjects/Keywords: model; modeling; assessment; prospective science teacher; pre-service teacher; modeling-oriented assessment; model-based assessment; science teacher education

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APA (6th Edition):

Kim, Y. A. (2017). The development of prospective science teachers’ knowledge of modeling and modeling-oriented assessment during teacher education. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/37350

Chicago Manual of Style (16th Edition):

Kim, Young Ae. “The development of prospective science teachers’ knowledge of modeling and modeling-oriented assessment during teacher education.” 2017. Doctoral Dissertation, University of Georgia. Accessed July 21, 2019. http://hdl.handle.net/10724/37350.

MLA Handbook (7th Edition):

Kim, Young Ae. “The development of prospective science teachers’ knowledge of modeling and modeling-oriented assessment during teacher education.” 2017. Web. 21 Jul 2019.

Vancouver:

Kim YA. The development of prospective science teachers’ knowledge of modeling and modeling-oriented assessment during teacher education. [Internet] [Doctoral dissertation]. University of Georgia; 2017. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10724/37350.

Council of Science Editors:

Kim YA. The development of prospective science teachers’ knowledge of modeling and modeling-oriented assessment during teacher education. [Doctoral Dissertation]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37350


Western Michigan University

16. Cook, Leah J. Using Concept Maps to Monitor Knowledge Structure Changes in a Science Classroom.

Degree: EdD, Science Education, Mallinson Institute, 2017, Western Michigan University

  The aim of this research is to determine what differences may exist in students’ structural knowledge while using a variety of concept mapping assessments.… (more)

Subjects/Keywords: Concept map; assessment; knowledge structure; Nature of Science; serial mapping; assessment design; Educational Assessment, Evaluation, and Research; Science and Mathematics Education

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APA (6th Edition):

Cook, L. J. (2017). Using Concept Maps to Monitor Knowledge Structure Changes in a Science Classroom. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/3139

Chicago Manual of Style (16th Edition):

Cook, Leah J. “Using Concept Maps to Monitor Knowledge Structure Changes in a Science Classroom.” 2017. Doctoral Dissertation, Western Michigan University. Accessed July 21, 2019. https://scholarworks.wmich.edu/dissertations/3139.

MLA Handbook (7th Edition):

Cook, Leah J. “Using Concept Maps to Monitor Knowledge Structure Changes in a Science Classroom.” 2017. Web. 21 Jul 2019.

Vancouver:

Cook LJ. Using Concept Maps to Monitor Knowledge Structure Changes in a Science Classroom. [Internet] [Doctoral dissertation]. Western Michigan University; 2017. [cited 2019 Jul 21]. Available from: https://scholarworks.wmich.edu/dissertations/3139.

Council of Science Editors:

Cook LJ. Using Concept Maps to Monitor Knowledge Structure Changes in a Science Classroom. [Doctoral Dissertation]. Western Michigan University; 2017. Available from: https://scholarworks.wmich.edu/dissertations/3139


Boston College

17. Knight, Amanda Margaret. Students' abilities to critique scientific evidence when reading and writing scientific arguments.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2015, Boston College

 Scientific arguments are used to persuade others for explanations that make sense of the natural world. Over time, through the accumulation of evidence, one explanation… (more)

Subjects/Keywords: Assessment; Evidence; Rasch; Science reading; Science writing; Scientific argumentation

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APA (6th Edition):

Knight, A. M. (2015). Students' abilities to critique scientific evidence when reading and writing scientific arguments. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:104146

Chicago Manual of Style (16th Edition):

Knight, Amanda Margaret. “Students' abilities to critique scientific evidence when reading and writing scientific arguments.” 2015. Doctoral Dissertation, Boston College. Accessed July 21, 2019. http://dlib.bc.edu/islandora/object/bc-ir:104146.

MLA Handbook (7th Edition):

Knight, Amanda Margaret. “Students' abilities to critique scientific evidence when reading and writing scientific arguments.” 2015. Web. 21 Jul 2019.

Vancouver:

Knight AM. Students' abilities to critique scientific evidence when reading and writing scientific arguments. [Internet] [Doctoral dissertation]. Boston College; 2015. [cited 2019 Jul 21]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104146.

Council of Science Editors:

Knight AM. Students' abilities to critique scientific evidence when reading and writing scientific arguments. [Doctoral Dissertation]. Boston College; 2015. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104146


Brigham Young University

18. Mitchell, Adam James. Assessing Scientific Inquiry: Teacher Beliefs and Practices.

Degree: MS, 2010, Brigham Young University

Science education reform movements have long urged the use of inquiry methods in all science instruction. More recently, standards and accountability reform efforts have emphasized… (more)

Subjects/Keywords: assessment; cognitive complexity; inquiry; secondary science teachers; science education reform; Biology

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APA (6th Edition):

Mitchell, A. J. (2010). Assessing Scientific Inquiry: Teacher Beliefs and Practices. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3520&context=etd

Chicago Manual of Style (16th Edition):

Mitchell, Adam James. “Assessing Scientific Inquiry: Teacher Beliefs and Practices.” 2010. Masters Thesis, Brigham Young University. Accessed July 21, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3520&context=etd.

MLA Handbook (7th Edition):

Mitchell, Adam James. “Assessing Scientific Inquiry: Teacher Beliefs and Practices.” 2010. Web. 21 Jul 2019.

Vancouver:

Mitchell AJ. Assessing Scientific Inquiry: Teacher Beliefs and Practices. [Internet] [Masters thesis]. Brigham Young University; 2010. [cited 2019 Jul 21]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3520&context=etd.

Council of Science Editors:

Mitchell AJ. Assessing Scientific Inquiry: Teacher Beliefs and Practices. [Masters Thesis]. Brigham Young University; 2010. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3520&context=etd

19. Alcaide, Ramses. Evaluating a Novel Brain-Computer Interface and EEG Biomarkers For Cognitive Assessment in Children With Cerebral Palsy.

Degree: PhD, Neuroscience, 2017, University of Michigan

 Standardized neuropsychological assessments and research instruments are typically administered with verbal queries, pictures and manipulatives that require verbal or motor responses. Thus, they are often… (more)

Subjects/Keywords: EEG; Cerebral Palsy; Cognitive Assessment; Science (General); Science

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APA (6th Edition):

Alcaide, R. (2017). Evaluating a Novel Brain-Computer Interface and EEG Biomarkers For Cognitive Assessment in Children With Cerebral Palsy. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/136949

Chicago Manual of Style (16th Edition):

Alcaide, Ramses. “Evaluating a Novel Brain-Computer Interface and EEG Biomarkers For Cognitive Assessment in Children With Cerebral Palsy.” 2017. Doctoral Dissertation, University of Michigan. Accessed July 21, 2019. http://hdl.handle.net/2027.42/136949.

MLA Handbook (7th Edition):

Alcaide, Ramses. “Evaluating a Novel Brain-Computer Interface and EEG Biomarkers For Cognitive Assessment in Children With Cerebral Palsy.” 2017. Web. 21 Jul 2019.

Vancouver:

Alcaide R. Evaluating a Novel Brain-Computer Interface and EEG Biomarkers For Cognitive Assessment in Children With Cerebral Palsy. [Internet] [Doctoral dissertation]. University of Michigan; 2017. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2027.42/136949.

Council of Science Editors:

Alcaide R. Evaluating a Novel Brain-Computer Interface and EEG Biomarkers For Cognitive Assessment in Children With Cerebral Palsy. [Doctoral Dissertation]. University of Michigan; 2017. Available from: http://hdl.handle.net/2027.42/136949

20. Boe, Bryce. Enabling Wide-Scale Computer Science Education through Improved Automated Assessment Tools.

Degree: 2014, University of California – eScholarship, University of California

 There is a proliferating demand for newly trained computer scientists as the number of computer science related jobs continues to increase. University programs will only… (more)

Subjects/Keywords: Computer science; Education; assessment tools; computer science education; Scratch; static analysis

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APA (6th Edition):

Boe, B. (2014). Enabling Wide-Scale Computer Science Education through Improved Automated Assessment Tools. (Thesis). University of California – eScholarship, University of California. Retrieved from http://www.escholarship.org/uc/item/5vn279pt

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Boe, Bryce. “Enabling Wide-Scale Computer Science Education through Improved Automated Assessment Tools.” 2014. Thesis, University of California – eScholarship, University of California. Accessed July 21, 2019. http://www.escholarship.org/uc/item/5vn279pt.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Boe, Bryce. “Enabling Wide-Scale Computer Science Education through Improved Automated Assessment Tools.” 2014. Web. 21 Jul 2019.

Vancouver:

Boe B. Enabling Wide-Scale Computer Science Education through Improved Automated Assessment Tools. [Internet] [Thesis]. University of California – eScholarship, University of California; 2014. [cited 2019 Jul 21]. Available from: http://www.escholarship.org/uc/item/5vn279pt.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Boe B. Enabling Wide-Scale Computer Science Education through Improved Automated Assessment Tools. [Thesis]. University of California – eScholarship, University of California; 2014. Available from: http://www.escholarship.org/uc/item/5vn279pt

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Michigan

21. Arbabzadeh, Maryam. Green Principles, Parametric Analysis, and Optimization for Guiding Environmental and Economic Performance of Grid-scale Energy Storage Systems.

Degree: PhD, Natural Resources & Environment, 2018, University of Michigan

 The development and deployment of grid-scale energy storage technologies have increased recently and are expected to grow due to technology improvements and supporting policies. While… (more)

Subjects/Keywords: Energy storage; Sustainability; Life cycle assessment; Environmental assessment; Natural Resources and Environment; Science

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APA (6th Edition):

Arbabzadeh, M. (2018). Green Principles, Parametric Analysis, and Optimization for Guiding Environmental and Economic Performance of Grid-scale Energy Storage Systems. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/143942

Chicago Manual of Style (16th Edition):

Arbabzadeh, Maryam. “Green Principles, Parametric Analysis, and Optimization for Guiding Environmental and Economic Performance of Grid-scale Energy Storage Systems.” 2018. Doctoral Dissertation, University of Michigan. Accessed July 21, 2019. http://hdl.handle.net/2027.42/143942.

MLA Handbook (7th Edition):

Arbabzadeh, Maryam. “Green Principles, Parametric Analysis, and Optimization for Guiding Environmental and Economic Performance of Grid-scale Energy Storage Systems.” 2018. Web. 21 Jul 2019.

Vancouver:

Arbabzadeh M. Green Principles, Parametric Analysis, and Optimization for Guiding Environmental and Economic Performance of Grid-scale Energy Storage Systems. [Internet] [Doctoral dissertation]. University of Michigan; 2018. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2027.42/143942.

Council of Science Editors:

Arbabzadeh M. Green Principles, Parametric Analysis, and Optimization for Guiding Environmental and Economic Performance of Grid-scale Energy Storage Systems. [Doctoral Dissertation]. University of Michigan; 2018. Available from: http://hdl.handle.net/2027.42/143942


University of Toledo

22. North, Tamala. A Comparison of Two Classroom Assessment Contexts Following a Science Investigation: Does the Use of Interview as an Assessment Tool Provide Different Results than Existing Teacher-Driven Tests?.

Degree: PhD, Curriculum and Instruction: Early Childhood Education, 2018, University of Toledo

Assessment is often used to hold schools and teachers accountable for student learning. Assessment instruments are used as tools to guide curriculum choices and lesson… (more)

Subjects/Keywords: Early Childhood Education; Education; Educational Tests and Measurements; Elementary Education; Science Education; Teacher Education; Teaching; Assessment; assessment in early childhood; assessment in early childhood science; post-lesson interview as assessment; assessment language; know what students know; one hundred languages; teacher-driven assessment; summative assessment; story of learning

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APA (6th Edition):

North, T. (2018). A Comparison of Two Classroom Assessment Contexts Following a Science Investigation: Does the Use of Interview as an Assessment Tool Provide Different Results than Existing Teacher-Driven Tests?. (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1523432689936995

Chicago Manual of Style (16th Edition):

North, Tamala. “A Comparison of Two Classroom Assessment Contexts Following a Science Investigation: Does the Use of Interview as an Assessment Tool Provide Different Results than Existing Teacher-Driven Tests?.” 2018. Doctoral Dissertation, University of Toledo. Accessed July 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1523432689936995.

MLA Handbook (7th Edition):

North, Tamala. “A Comparison of Two Classroom Assessment Contexts Following a Science Investigation: Does the Use of Interview as an Assessment Tool Provide Different Results than Existing Teacher-Driven Tests?.” 2018. Web. 21 Jul 2019.

Vancouver:

North T. A Comparison of Two Classroom Assessment Contexts Following a Science Investigation: Does the Use of Interview as an Assessment Tool Provide Different Results than Existing Teacher-Driven Tests?. [Internet] [Doctoral dissertation]. University of Toledo; 2018. [cited 2019 Jul 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1523432689936995.

Council of Science Editors:

North T. A Comparison of Two Classroom Assessment Contexts Following a Science Investigation: Does the Use of Interview as an Assessment Tool Provide Different Results than Existing Teacher-Driven Tests?. [Doctoral Dissertation]. University of Toledo; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1523432689936995


University of Pretoria

23. Ramothlale, Elizabeth Faith. An investigation into the appropriateness of the current assessment model continuous assessment (CASS) and common task for assessment (CTA) for the general education and training band.

Degree: Curriculum Studies, 2010, University of Pretoria

 This research sought to investigate how appropriate the Continuous Assessment (CASS) and Common Task for Assessment (CTA) are as assessment models for the General Education… (more)

Subjects/Keywords: Economic and management science; Moderation; Validity; Reliability; Common task of assessment; Continuous assessment; Quality assurance; Assessment tasks; Case study; UCTD

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APA (6th Edition):

Ramothlale, E. (2010). An investigation into the appropriateness of the current assessment model continuous assessment (CASS) and common task for assessment (CTA) for the general education and training band. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/23831

Chicago Manual of Style (16th Edition):

Ramothlale, Elizabeth. “An investigation into the appropriateness of the current assessment model continuous assessment (CASS) and common task for assessment (CTA) for the general education and training band.” 2010. Masters Thesis, University of Pretoria. Accessed July 21, 2019. http://hdl.handle.net/2263/23831.

MLA Handbook (7th Edition):

Ramothlale, Elizabeth. “An investigation into the appropriateness of the current assessment model continuous assessment (CASS) and common task for assessment (CTA) for the general education and training band.” 2010. Web. 21 Jul 2019.

Vancouver:

Ramothlale E. An investigation into the appropriateness of the current assessment model continuous assessment (CASS) and common task for assessment (CTA) for the general education and training band. [Internet] [Masters thesis]. University of Pretoria; 2010. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2263/23831.

Council of Science Editors:

Ramothlale E. An investigation into the appropriateness of the current assessment model continuous assessment (CASS) and common task for assessment (CTA) for the general education and training band. [Masters Thesis]. University of Pretoria; 2010. Available from: http://hdl.handle.net/2263/23831


University of Pretoria

24. [No author]. An investigation into the appropriateness of the current assessment model continuous assessment (CASS) and common task for assessment (CTA) for the general education and training band .

Degree: 2010, University of Pretoria

 This research sought to investigate how appropriate the Continuous Assessment (CASS) and Common Task for Assessment (CTA) are as assessment models for the General Education… (more)

Subjects/Keywords: Economic and management science; Moderation; Validity; Reliability; Common task of assessment; Continuous assessment; Quality assurance; Assessment tasks; Case study; UCTD

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APA (6th Edition):

author], [. (2010). An investigation into the appropriateness of the current assessment model continuous assessment (CASS) and common task for assessment (CTA) for the general education and training band . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-04072010-121044/

Chicago Manual of Style (16th Edition):

author], [No. “An investigation into the appropriateness of the current assessment model continuous assessment (CASS) and common task for assessment (CTA) for the general education and training band .” 2010. Masters Thesis, University of Pretoria. Accessed July 21, 2019. http://upetd.up.ac.za/thesis/available/etd-04072010-121044/.

MLA Handbook (7th Edition):

author], [No. “An investigation into the appropriateness of the current assessment model continuous assessment (CASS) and common task for assessment (CTA) for the general education and training band .” 2010. Web. 21 Jul 2019.

Vancouver:

author] [. An investigation into the appropriateness of the current assessment model continuous assessment (CASS) and common task for assessment (CTA) for the general education and training band . [Internet] [Masters thesis]. University of Pretoria; 2010. [cited 2019 Jul 21]. Available from: http://upetd.up.ac.za/thesis/available/etd-04072010-121044/.

Council of Science Editors:

author] [. An investigation into the appropriateness of the current assessment model continuous assessment (CASS) and common task for assessment (CTA) for the general education and training band . [Masters Thesis]. University of Pretoria; 2010. Available from: http://upetd.up.ac.za/thesis/available/etd-04072010-121044/


Kent State University

25. Guidubaldi, John Michael. Ecological and Personal Predictors of Science Achievement in an Urban Center.

Degree: PhD, College of Education, Health, and Human Services / Department of Teaching, Leadership and Curriculum Studies, 2008, Kent State University

  This study sought to examine selected personal and environmental factors that predict urban students’ achievement test scores on the science subject area of the… (more)

Subjects/Keywords: Curricula; Education; Science Education; Secondary Education; Ohio Proficiency Test; science assessment; standardized tests; science teacher

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APA (6th Edition):

Guidubaldi, J. M. (2008). Ecological and Personal Predictors of Science Achievement in an Urban Center. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1227381213

Chicago Manual of Style (16th Edition):

Guidubaldi, John Michael. “Ecological and Personal Predictors of Science Achievement in an Urban Center.” 2008. Doctoral Dissertation, Kent State University. Accessed July 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1227381213.

MLA Handbook (7th Edition):

Guidubaldi, John Michael. “Ecological and Personal Predictors of Science Achievement in an Urban Center.” 2008. Web. 21 Jul 2019.

Vancouver:

Guidubaldi JM. Ecological and Personal Predictors of Science Achievement in an Urban Center. [Internet] [Doctoral dissertation]. Kent State University; 2008. [cited 2019 Jul 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1227381213.

Council of Science Editors:

Guidubaldi JM. Ecological and Personal Predictors of Science Achievement in an Urban Center. [Doctoral Dissertation]. Kent State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1227381213


University of Toledo

26. Vantaggi, Andrea L. Evaluation of a Science Language Assessment for Preschool Students.

Degree: MA, Speech Language Pathology, 2011, University of Toledo

 Currently, there are very few assessments used to measure, aggregate, and compare young children’s science learning. The Preschool Science Assessment Protocol (PSAP) is an assessment(more)

Subjects/Keywords: Early Childhood Education; Education; Educational Tests and Measurements; Language; Preschool Education; Science Education; Speech Therapy; preschool assessment; assessment; science language

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APA (6th Edition):

Vantaggi, A. L. (2011). Evaluation of a Science Language Assessment for Preschool Students. (Masters Thesis). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1301691720

Chicago Manual of Style (16th Edition):

Vantaggi, Andrea L. “Evaluation of a Science Language Assessment for Preschool Students.” 2011. Masters Thesis, University of Toledo. Accessed July 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1301691720.

MLA Handbook (7th Edition):

Vantaggi, Andrea L. “Evaluation of a Science Language Assessment for Preschool Students.” 2011. Web. 21 Jul 2019.

Vancouver:

Vantaggi AL. Evaluation of a Science Language Assessment for Preschool Students. [Internet] [Masters thesis]. University of Toledo; 2011. [cited 2019 Jul 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1301691720.

Council of Science Editors:

Vantaggi AL. Evaluation of a Science Language Assessment for Preschool Students. [Masters Thesis]. University of Toledo; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1301691720


Iowa State University

27. Reed, Jessica Jewett. Analyzing the role of science practices in general chemistry courses and assessments.

Degree: 2015, Iowa State University

 Efforts to reform science education, such as the Next Generation Science Standards (NGSS), call for a shift away from rote learning over a breadth of… (more)

Subjects/Keywords: Chemical Education; assessment; chemistry education; science practices; Chemistry; Educational Assessment, Evaluation, and Research; Science and Mathematics Education

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APA (6th Edition):

Reed, J. J. (2015). Analyzing the role of science practices in general chemistry courses and assessments. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/14531

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Reed, Jessica Jewett. “Analyzing the role of science practices in general chemistry courses and assessments.” 2015. Thesis, Iowa State University. Accessed July 21, 2019. https://lib.dr.iastate.edu/etd/14531.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Reed, Jessica Jewett. “Analyzing the role of science practices in general chemistry courses and assessments.” 2015. Web. 21 Jul 2019.

Vancouver:

Reed JJ. Analyzing the role of science practices in general chemistry courses and assessments. [Internet] [Thesis]. Iowa State University; 2015. [cited 2019 Jul 21]. Available from: https://lib.dr.iastate.edu/etd/14531.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Reed JJ. Analyzing the role of science practices in general chemistry courses and assessments. [Thesis]. Iowa State University; 2015. Available from: https://lib.dr.iastate.edu/etd/14531

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Africa

28. Askalemariam Adamu Dessie. Teachers' practices of assessment for learning in science education at East Gojjam preparatory schools, Amhara Regional State, Ethiopia.

Degree: 2015, University of South Africa

 Empirical research evidences have confirmed the pedagogical power of formative assessment to improve students‟ learning, particularly in science education. Thus, this study investigated science teachers‟… (more)

Subjects/Keywords: Assessment for learning; Formative assessment; Science education; Preparatory school; Sharing of learning objectives and success criteria; Formative feedback; Peer assessment; Self-assessment; Questioning

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APA (6th Edition):

Dessie, A. A. (2015). Teachers' practices of assessment for learning in science education at East Gojjam preparatory schools, Amhara Regional State, Ethiopia. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/21029

Chicago Manual of Style (16th Edition):

Dessie, Askalemariam Adamu. “Teachers' practices of assessment for learning in science education at East Gojjam preparatory schools, Amhara Regional State, Ethiopia.” 2015. Doctoral Dissertation, University of South Africa. Accessed July 21, 2019. http://hdl.handle.net/10500/21029.

MLA Handbook (7th Edition):

Dessie, Askalemariam Adamu. “Teachers' practices of assessment for learning in science education at East Gojjam preparatory schools, Amhara Regional State, Ethiopia.” 2015. Web. 21 Jul 2019.

Vancouver:

Dessie AA. Teachers' practices of assessment for learning in science education at East Gojjam preparatory schools, Amhara Regional State, Ethiopia. [Internet] [Doctoral dissertation]. University of South Africa; 2015. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10500/21029.

Council of Science Editors:

Dessie AA. Teachers' practices of assessment for learning in science education at East Gojjam preparatory schools, Amhara Regional State, Ethiopia. [Doctoral Dissertation]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/21029


Kent State University

29. Feitler, Michele. SCIENCE TEACHERS' ASSESSMENT PRACTICES AND THEIR PERCEPTIONS OF HOW SCIENCE EDUCATION REFORM AND HIGH STAKES TESTS AFFECT THEIR INSTRUCTIONAL DECISIONS.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies, 2010, Kent State University

  Both assessment and reform are prominent topics in education and specifically science education. The purpose of this study was to achieve greater insight into… (more)

Subjects/Keywords: Curricula; Science Education; Assessment; Science Education; National Science Standards; High Stakes Testing; Teacher Perspectives; Science Education Reform

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Feitler, M. (2010). SCIENCE TEACHERS' ASSESSMENT PRACTICES AND THEIR PERCEPTIONS OF HOW SCIENCE EDUCATION REFORM AND HIGH STAKES TESTS AFFECT THEIR INSTRUCTIONAL DECISIONS. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1271510181

Chicago Manual of Style (16th Edition):

Feitler, Michele. “SCIENCE TEACHERS' ASSESSMENT PRACTICES AND THEIR PERCEPTIONS OF HOW SCIENCE EDUCATION REFORM AND HIGH STAKES TESTS AFFECT THEIR INSTRUCTIONAL DECISIONS.” 2010. Doctoral Dissertation, Kent State University. Accessed July 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1271510181.

MLA Handbook (7th Edition):

Feitler, Michele. “SCIENCE TEACHERS' ASSESSMENT PRACTICES AND THEIR PERCEPTIONS OF HOW SCIENCE EDUCATION REFORM AND HIGH STAKES TESTS AFFECT THEIR INSTRUCTIONAL DECISIONS.” 2010. Web. 21 Jul 2019.

Vancouver:

Feitler M. SCIENCE TEACHERS' ASSESSMENT PRACTICES AND THEIR PERCEPTIONS OF HOW SCIENCE EDUCATION REFORM AND HIGH STAKES TESTS AFFECT THEIR INSTRUCTIONAL DECISIONS. [Internet] [Doctoral dissertation]. Kent State University; 2010. [cited 2019 Jul 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1271510181.

Council of Science Editors:

Feitler M. SCIENCE TEACHERS' ASSESSMENT PRACTICES AND THEIR PERCEPTIONS OF HOW SCIENCE EDUCATION REFORM AND HIGH STAKES TESTS AFFECT THEIR INSTRUCTIONAL DECISIONS. [Doctoral Dissertation]. Kent State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1271510181


The Ohio State University

30. Shirley, Melissa Lynn. A Model of Formative Assessment Practice in Secondary Science Classrooms using an Audience Response System.

Degree: PhD, ED Teaching and Learning (Columbus campus), 2009, The Ohio State University

  Formative assessment involves the probing of students’ ideas to determine their level of understanding during the instructional sequence. Often conceptualized as a cycle, formative… (more)

Subjects/Keywords: Science Education; Secondary Education; Teaching; formative assessment; science education; audience response system; questioning

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Shirley, M. L. (2009). A Model of Formative Assessment Practice in Secondary Science Classrooms using an Audience Response System. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1245689546

Chicago Manual of Style (16th Edition):

Shirley, Melissa Lynn. “A Model of Formative Assessment Practice in Secondary Science Classrooms using an Audience Response System.” 2009. Doctoral Dissertation, The Ohio State University. Accessed July 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1245689546.

MLA Handbook (7th Edition):

Shirley, Melissa Lynn. “A Model of Formative Assessment Practice in Secondary Science Classrooms using an Audience Response System.” 2009. Web. 21 Jul 2019.

Vancouver:

Shirley ML. A Model of Formative Assessment Practice in Secondary Science Classrooms using an Audience Response System. [Internet] [Doctoral dissertation]. The Ohio State University; 2009. [cited 2019 Jul 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1245689546.

Council of Science Editors:

Shirley ML. A Model of Formative Assessment Practice in Secondary Science Classrooms using an Audience Response System. [Doctoral Dissertation]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1245689546

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