Constructing Science Assessment Based on a Constructivist View of Learning: Hong Kong Secondary Teachers’ Beliefs and Practice
This paper reviews the implications of a constructivist view of learning on science assessment and reports findings on Hong Kong secondary science teachers' beliefs and practices in science assessment.
||Science Education, Assessment, Teacher Beliefs
International Journal of Learning, Volume 12, Issue 8, pp.11-20.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 857.751KB).
Dr May May-hung CHENG is Senior Lecturer of the Department of Mathematics, Science, Social Sciences and Technology of The Hong Kong Institute of Education. She teaches General Studies, Science education and Biology education in teacher education programmes at degree and post-graduate levels. Specializing in teacher development, science education and field experience, Dr. Cheng has published several books and CD-ROMs for science teachers’ references. Other than publishing extensively in local and international journals, she also serves as executive editors of two journals.
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