© 1997

The Hidden Curriculum—Faculty-Made Tests in Science

Part 2: Upper-Division Courses


Part of the Innovations in Science Education and Technology book series (ISET, volume 2)

Table of contents

  1. Front Matter
    Pages i-ix
  2. Sheila Tobias, Jacqueline Raphael
    Pages 1-16
  3. Terence R. Anthoney
    Pages 17-63
  4. Philip Beauchamp
    Pages 65-103
  5. Robert J. Beichner
    Pages 105-116
  6. R. Lynn Bradley
    Pages 117-126
  7. Abigail Lipson
    Pages 127-130
  8. Back Matter
    Pages 131-135

About this book


This resource manual for college-level science instructors reevaluates the role of testing in their curricula and describes innovative techniques pioneered by other teachers. part I examines the effects of the following on lower-division courses: changes in exam content, format, and environment; revisions in grading practices; student response; colleague reaction' the sharing of new practices with other interested professionals, and more. The book includes a comprehensive introduction, faculty-composed narratives, commentaries by well-known science educators, and a visual index to 100 more refined innovations.


Action curriculum environment innovation science

Authors and affiliations

  1. 1.California State UniversityCarsonUSA

Bibliographic information

  • Book Title The Hidden Curriculum—Faculty-Made Tests in Science
  • Book Subtitle Part 2: Upper-Division Courses
  • Authors Sheila Tobias
    Jacqueline Raphael
  • Series Title Innovations in Science Education and Technology
  • DOI
  • Copyright Information Springer Science+Business Media New York 1997
  • Publisher Name Springer, Boston, MA
  • eBook Packages Springer Book Archive
  • Softcover ISBN 978-0-306-45581-0
  • eBook ISBN 978-1-4899-0482-9
  • Series ISSN 1873-1058
  • Series E-ISSN 2213-2236
  • Edition Number 1
  • Number of Pages IX, 135
  • Number of Illustrations 1 b/w illustrations, 0 illustrations in colour
  • Topics Science Education
    Education, general
  • Buy this book on publisher's site


`Innovative testing/grading practices directed to the goal of improved student learning...These books are not full of assessment theory, but rather loaded with practical examples...forge some new pathways for the learning quest, and are worthy of your time and effort.'
The American Biology Teacher, April 1998