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dc.contributor.authorWang, Ping
dc.date.accessioned2014-03-03T23:11:11Z
dc.date.available2014-03-03T23:11:11Z
dc.date.issued2004-12
dc.identifier.otherwang_ping_200412_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/wang_ping_200412_phd
dc.identifier.urihttp://hdl.handle.net/10724/22259
dc.description.abstractThe purpose of this study is to examine Chinese science teachers’ beliefs and practice about assessment as well as the factors that affect their assessment beliefs and practice. I employed a qualitative research approach with three Chinese science teachers who taught chemistry, physics and biology, respectively. The data gathering procedures included classroom observations, interviews and document collection. The findings indicate that the teachers use assessment mainly for evaluating student performance, guiding instruction, and giving grade/score; teacher beliefs and practice about assessment are shaped by the goals for school science; the National College Entrance Examination greatly affects teacher beliefs and practice about assessment; school culture, such as administration involvement, colleagues’ attitudes, class size, and the length of class period affect teacher beliefs and practice. The significance, implications and limitations of the study are discussed.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectChinese Science Teachers
dc.subjectBeliefs
dc.subjectPractices
dc.subjectAssessment
dc.titleChinese science teachers' beliefs about and practices of assessment
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentScience Education
dc.description.majorScience Education
dc.description.advisorLynn A. Bryan
dc.description.committeeLynn A. Bryan
dc.description.committeeJoseph P. Riley
dc.description.committeeNorman F. Thomson
dc.description.committeeKam-ming Wong


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