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        <dr:CobjIdentifier>Gott, R. and Roberts, R. (2004) 'A written test for procedural understanding : a way forward for assessment in the UK science curriculum ?', Research in science &amp;amp;amp; technological education., 22 (1). pp. 5-21.</dr:CobjIdentifier>

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        <dr:repositoryName>Durham Research Online</dr:repositoryName>

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        <dr:repositoryCountry>UK</dr:repositoryCountry>

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        <dc:creator>Gott, R.</dc:creator>

        <dc:creator>Roberts, R.</dc:creator>

        <dc:title>A written test for procedural understanding : a way forward for assessment in the UK science curriculum ?</dc:title>

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        <dc:language>eng</dc:language>

        <dc:dateAccepted>2004-05-01</dc:dateAccepted>

        <dc:identifier>http://dx.doi.org/10.1080/0263514042000187511</dc:identifier>

        <dc:publisher>Routledge</dc:publisher>

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        <dc:relation>http://igitur-archive.library.uu.nl/lg/2008-0326-201100/preprint172.pdf</dc:relation>

        <dc:relation>http://dx.doi.org/10.1080/0263514042000187511</dc:relation>

        <dc:description>A recent UK House of Commons report on Science 14-19 identified problems with coursework and argued for a greater emphasis on teaching and assessment of scientific literacy. This paper describes a written test for procedural understanding, given to 15 year olds, that addresses both of these issues. Comparisons are made between the scores on a written test of procedural understanding with both assessments made of subject knowledge and pupil accounts of investigations. The potential advantages of assessing procedural understanding by written tests are discussed.</dc:description>

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