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Assessment Reform in Science

Fairness and Fear

  • Book
  • © 2006

Overview

Editors:
  1. Benny H.W. Yung

    1. The University of Hong Kong, China

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  • Case histories of teachers in an assessment reform
  • Written in a lucid and easy-to-read style
  • Useful as thinking devices for teachers to uncover and clarify their own educational belief and philosophies of education
  • A useful source of curriculum material for teacher professional development courses and activities
  • Unique and intriguing research methodology honouring teachers' voices
  • Includes supplementary material: sn.pub/extras

Part of the book series: Contemporary Trends and Issues in Science Education (CTISE, volume 31)

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Table of contents (15 chapters)

  1. Front Matter

    Pages i-xv
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  2. Introduction

    Pages 1-9

  3. The Assessment Reform

    Pages 11-18

  4. Teachers' Enactment of the Reform

    Pages 19-38

  5. Alan

    Pages 39-56

  6. Bob

    Pages 57-67

  7. Carl

    Pages 69-85

  8. Dawn

    Pages 87-100

  9. Eddy

    Pages 101-114

  10. Hugo

    Pages 115-128

  11. Ivor

    Pages 129-140

  12. John

    Pages 141-150

  13. Looking Across the Cases

    Pages 151-163

  14. Three Views of Fairness

    Pages 165-182

  15. Teacher Professionalism and Policy Interpretation

    Pages 183-203

  16. Ways of Seeing and Ways of Enacting

    Pages 205-226

  17. Back Matter

    Pages 227-295
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Keywords

About this book

Fairness and Fear ? I was startled at the subtitle of the book when I first heard it! Our series has some imaginative titles but none so evocative as this one. But “fear” and “fairness” capture much of teacher thinking about assessment. Indeed, teachers struggle to be fair with students, certainly c- cerned (and often fearful) of failures to be fair, and repercussions that teachers can face as a result. Then there is the fearful enterprise of imposed assessment regimes that many teachers face. Dr. Yung’s book allows us to hear from the teachers on these concerns ? this is no top-down policy statement. His account is readable and highly instructive, and I hope that copies will find their way to the desks of many school administrators and policy personnel. We are indeed pleased to release this volume. William W. Cobern Book Series Editor (2000-2005) Foreword by Peter Fensham Two things are very clear to me about formal educational systems. • What is assessed in these systems determines what teachers and students recognize as knowledge of worth. • Teachers in general are conscientious in doing their best to ensure that their students will learn this knowledge of worth well. Science has now been widely acknowledged to be a core or key subject in the overall curriculum of schooling at all levels.

Editors and Affiliations

  • The University of Hong Kong, China

    Benny H.W. Yung

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