Examining Preservice Elementary Teachers’ Answer Changing Behavior on a Content Knowledge for Teaching Science Assessment
Author:
Funder
Directorate for Education and Human Resources
Publisher
Springer Science and Business Media LLC
Subject
General Engineering,Education
Link
https://link.springer.com/content/pdf/10.1007/s10956-022-09971-2.pdf
Reference30 articles.
1. Al-Hamly, M., & Coombe, C. (2005). To change or not to change: Investigating the value of MCQ answer changing for Gulf Arab students. Language Testing, 22(4), 509–531.
2. Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407. https://doi.org/10.1177/0022487108324554
3. Bath, J. A. (1967). Answer-changing behavior on objective examinations. The Journal of Educational Research, 61(3), 105–107.
4. Bauer, D., Kopp, V., & Fischer, M. R. (2007). Answer changing in multiple choice assessment change that answer when in doubt–and spread the word! BMC Medical Education, 7(1), 1–5.
5. Bertram, A., & Loughran, J. (2012). Science teachers’ views on CoRes and Pap-eRs as a framework for articulating and developing pedagogical content knowledge. Research in Science Education, 42(6), 1027–1047. https://doi.org/10.1007/s11165-011-9227-4
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