Abstract
At the end of Chap. 1 of this book, the authors of that chapter observe that ‘The concluding messages expressed in each of the chapters in this volume also provide a basis for consideration of where the gaps might be in thinking about assessment in science education and research. In the final chapter of this volume we therefore offer our analysis of what these gaps are, and suggest possible fruitful areas for further investigation in order to enhance assessment’s role in relation to science education policy, curriculum and pedagogy’. This concluding chapter provides such analysis. In particular (but not only), the lack of a student voice in much of the preceding chapters is noted, a lack that the next volume in this series (currently under development) seeks to address.
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Reference
Abell, S. K., & Siegel, M. A. (2011). Assessment literacy: What science teachers need to know and be able to do. In D. Corrigan, J. Dillon, & R. Gunstone (Eds.), The professional knowledge base of science teaching (pp. 205–221). Dordrecht: Springer.
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Corrigan, D., Buntting, C., Gunstone, R., Jones, A. (2013). Assessment: Where to Next?. In: Corrigan, D., Gunstone, R., Jones, A. (eds) Valuing Assessment in Science Education: Pedagogy, Curriculum, Policy. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6668-6_19
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DOI: https://doi.org/10.1007/978-94-007-6668-6_19
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