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Newton, Genevieve; Martin, Elizabeth – Journal of College Science Teaching, 2013
Three alternative approaches to assessment of exam responses were applied in an undergraduate biochemistry course. First, phenomenography was used to categorize written exam responses into an inclusive hierarchy. Second, responses to the same question were similarly categorized according to the Structure of Observed Learning Outcome (SOLO)…
Descriptors: Phenomenology, Taxonomy, Undergraduate Students, Science Education