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Direct linkErduran, Sibel; El Masri, Yasmine; Cullinane, Alison; Ng, Y. P. D. – International Journal of Science Education, 2020
High stakes examinations can have profound implications for how science is taught and learned. Limitations of school science such as the 'cookbook problem' can potentially be addressed if high stakes assessments target learning outcomes that are innovative. For example, less mindless procedural engagement and more thoughtful consideration of…
Descriptors: Science Tests, High Stakes Tests, Achievement Tests, Foreign Countries
