Written extended-response questions as classroom assessment tools for meaningful understanding of evolutionary theory

Journal of Research in Science Teaching

Volumn 46, Issue 3, 2009, Pages 333-356

  Nieswandt, Martina ^a   Bellomo, Katherine ^b  

^a ILLINOIS INSTITUTE OF TECHNOLOGY   (United States)

^b UNIVERSITY OF TORONTO   (Canada)

Author keywords

Biology; Evolution; Performance assessment

Indexed keywords

CLASSROOM ASSESSMENTS; EVOLUTION; EVOLUTIONARY THEORIES; MULTI LEVELS; PERFORMANCE ASSESSMENT; QUALITATIVE STUDIES; SCIENTIFIC LANGUAGES; STRATEGIC KNOWLEDGE;

ANIMALS; SCHOOL BUILDINGS;

STUDENTS;

EID: 61849104490     PISSN: 00224308     EISSN: 10982736     Source Type: Journal    
DOI: 10.1002/tea.20271     Document Type: Article

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