Language background and assessment in the physical sciences

Logan, P; Hazel, E

Language background and assessment in the physical sciences

Logan, P Hazel, E

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Publication Type:: Journal Article
Citation:: Assessment and Evaluation in Higher Education, 1999, 24 (1), pp. 53 - 65
Issue Date:: 1999-12-01

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Field	Value	Language
dc.contributor.author	Logan, P	en_US
dc.contributor.author	Hazel, E	en_US
dc.date.issued	1999-12-01	en_US
dc.identifier.citation	Assessment and Evaluation in Higher Education, 1999, 24 (1), pp. 53 - 65	en_US
dc.identifier.issn	0260-2938	en_US
dc.identifier.uri	http://hdl.handle.net/10453/18782
dc.description.abstract	A project was initiated at the University of Technology, Sydney to look at the role of language and gender in assessment of first-year university students in Physics. Research on student learning has shown that assessment, to a large extent, determines the curriculum for students and their approaches to learning. Assessment plays a crucial role in students' interest and motivation in a subject and the quality of their learning outcomes. In this paper, we report on a three-part study. The first involved an analysis of assessment items. The second involved the use of paired questions to investigate the effect of the format of the question. The third involved investigating the effects of including a range of assessment types. The effects of language background were important and were found to interact with gender. Strategies will be discussed for changing assessments in the physical sciences to make them more equitable. © 1999 Carfax Publishing Ltd.	en_US
dc.relation.ispartof	Assessment and Evaluation in Higher Education	en_US
dc.relation.isbasedon	10.1080/0260293990240105	en_US
dc.subject.classification	Education	en_US
dc.title	Language background and assessment in the physical sciences	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	24	en_US
utslib.for	1701 Psychology	en_US
utslib.for	1505 Marketing	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	13 Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Research)
pubs.organisational-group	/University of Technology Sydney/Faculty of Science
pubs.organisational-group	/University of Technology Sydney/Faculty of Science/School of Mathematical and Physical Sciences
utslib.copyright.status	closed_access
pubs.issue	1	en_US
pubs.publication-status	Published	en_US
pubs.volume	24	en_US

Abstract:

A project was initiated at the University of Technology, Sydney to look at the role of language and gender in assessment of first-year university students in Physics. Research on student learning has shown that assessment, to a large extent, determines the curriculum for students and their approaches to learning. Assessment plays a crucial role in students' interest and motivation in a subject and the quality of their learning outcomes. In this paper, we report on a three-part study. The first involved an analysis of assessment items. The second involved the use of paired questions to investigate the effect of the format of the question. The third involved investigating the effects of including a range of assessment types. The effects of language background were important and were found to interact with gender. Strategies will be discussed for changing assessments in the physical sciences to make them more equitable. © 1999 Carfax Publishing Ltd.

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http://hdl.handle.net/10453/18782