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Research in Science & Technological Education Volume 8, 1990 - Issue 1
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Original Articles

Assessment of Practical Skills. Part 2. Context Dependency and Construct Validity

Roger Lock University of Birmingham
Pages 35-52 | Published online: 07 Jul 2006

Citations (20)

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Petr Kácovský, Tereza Jedličková, Radim Kuba, Marie Snětinová, Petra Surynková, Matěj Vrhel & Eva Stratilová Urválková. (2023) Czech and Slovak intended curricula in science subjects and mathematics: a comparative study. International Journal of Science Education 0:0, pages 1-22.
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P. S. C. Matthews & P. J. McKenna. (2005) Assessment of Practical Work in Ireland: A critique. International Journal of Science Education 27:10, pages 1211-1224.
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Karel Stokking , Mariekevander Schaaf, Jos Jaspers & Gijsbert Erkens. (2004) Teachers' assessment of students' research skills. British Educational Research Journal 30:1, pages 93-116.
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WYNNE HARLEN. (1999) Purposes and Procedures for Assessing Science Process Skills. Assessment in Education: Principles, Policy & Practice 6:1, pages 129-144.
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C. R. Brown, J. L. Moore, B. E. Silkstone & C. Botton. (1996) The Construct Validity and Context Dependency of Teacher Assessment of Practical Skills in Some Pre‐university Level Science Examinations. Assessment in Education: Principles, Policy & Practice 3:3, pages 377-392.
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C. R. Brown, J. L. Moore & B. E. Silkstone. (1995) The Validity of Project Assessment in an Advanced Level Biology Examination. Research in Science & Technological Education 13:1, pages 77-88.
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Peter Swatton. (1995) Can we know whether pupils are passing the ‘fair test'?. Research Papers in Education 10:1, pages 51-73.
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C. R. Brown & J. L. Moore. (1994) Construct Validity and Context Dependency of the Assessment of Practical Skills in an Advanced Level Biology Examination. Research in Science & Technological Education 12:1, pages 53-61.
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Kok‐Auntoh & BrianE. Woolnough. (1994) Science Process Skills: are they generalisable?. Research in Science & Technological Education 12:1, pages 31-42.
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Derek Hodson. (1993) Re-thinking Old Ways: Towards A More Critical Approach To Practical Work In School Science. Studies in Science Education 22:1, pages 85-142.
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P.J. Black. (1993) Formative and Summative Assessment by Teachers. Studies in Science Education 21:1, pages 49-97.
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C. R. Brown, D. J. Pacini & D. J. Taylor. (1992) Two Different Methods of Assessing Practical Skills at an Advanced Level Examination in Biology: demonstration of construct validity or the appraisal of non‐events?. Research in Science & Technological Education 10:1, pages 23-35.
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Peter Swatton. (1992) Children's Language and Assessing Their Skill in Formulating Testable Hypotheses. British Educational Research Journal 18:1, pages 73-85.
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Articles from other publishers (7)

Nico Schreiber & Christoph Gut. (2022) Die Validierungspraxis bei hands-on Experimentiertests in der naturwissenschaftsdidaktischen ForschungThe Validation Practice of Performance Assessments Using Practical Tasks in Science Education Research. Zeitschrift für Didaktik der Naturwissenschaften 28:1.
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Nico Schreiber, Heike Theyßen & Horst Schecker. (2014) Diagnostik experimenteller Kompetenz: Kann man Realexperimente durch Simulationen ersetzen?Diagnostics of experimental skills: On the exchangeability of hands-on and simulation-based assessment tools. Zeitschrift für Didaktik der Naturwissenschaften 20:1, pages 161-173.
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Karel Stokking & Marinus Voeten. 2000. New Learning. New Learning 101 118 .
Chris R. Brown. (1998) An evaluation of two different methods of assessing independent investigations in an operational pre-university level examination in Biology in England. Studies in Educational Evaluation 24:1, pages 87-98.
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Paul Black. (1995) Assessment and feedback in science education. Studies in Educational Evaluation 21:3, pages 257-279.
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. (2006) References. Science Education 76:3, pages 319-338.
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Roger Lock. (2006) Gender and practical skill performance in science. Journal of Research in Science Teaching 29:3, pages 227-241.
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