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Peer reviewed Peer reviewed
ERIC Number: EJ546476
Record Type: Journal
Publication Date: 1997
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0045-0855
EISSN: N/A
Assessment of Student Outcomes Using a Theoretical Framework.
Levins, Lesley
Australian Science Teachers Journal, v43 n1 p56-60 Mar 1997
Examines the scientific concept of evaporation. Attempts to show how students develop their understanding through the levels of the Structure of the Observed Learning Outcome (SOLO) taxonomy. Shows how designing learning experiences to suit the learners' developmental stages in understanding a concept is paramount to the overall growth of the students' scientific conceptual acceptance. (AIM)
Descriptors: Cognitive Development, Concept Formation, Concept Teaching, Developmental Stages, Evaluation, Higher Education, Learning Processes, Learning Strategies, Outcomes of Education, Science Instruction, Secondary Education, Thinking Skills
Publication Type: Guides - Classroom - Teacher; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A