Assessment for contemporary needs

This is a mixed methods design study (Creswell, 2005) where the results of both the interviews and survey supported the need for a variety of assessment modes (Gray & Sharp, 2001; Hackling, 2004; National Research Council, 1996, 2001 & 2003; Sebatane, 1998; Sterenberg, 1998) in order to help students learn science in today's contemporary classes. The Singapore teachers in this study were also appealing for help from the policy-makers to use a variety of assessment modes as the system that stipulated the use of the paper and pencil testing was beyond their control and jurisdiction. Anyone who is interested in both Rasch and unfolding models would also find the applications available in this study.

Autorentext

Dr Iris Lee has been working with schools with regards to issues such as assessment for the last four years since her graduation. Her interest lies with making research practical and applicable to educators, measurement issues, science education as well as educational assessment.