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Alternative Assessment Practices of a Classroom Teacher: Alignment with Reform-Based Science Curriculum

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dc.contributor.authorSerin, Gökhan
dc.date.accessioned2025-11-13T10:09:42Z
dc.date.issued2015-04-02
dc.identifier.doihttps://doi.org/10.12973/eurasia.2015.1330a
dc.identifier.issn1305-8215
dc.identifier.issue2
dc.identifier.openalexW2271359364
dc.identifier.urihttps://hdl.handle.net/11421/3311
dc.identifier.urihttps://doi.org/10.12973/eurasia.2015.1330a
dc.identifier.volume11
dc.language.isoen
dc.relation.ispartofEurasia Journal of Mathematics Science and Technology Education
dc.rightsopenAccess
dc.subjectCurriculum
dc.subjectMathematics education
dc.subjectTurkish
dc.subjectObservational study
dc.subjectPsychology
dc.subjectPedagogy
dc.subjectAffect (linguistics)
dc.subjectMedical education
dc.subjectMedicine
dc.subject.sdg4
dc.titleAlternative Assessment Practices of a Classroom Teacher: Alignment with Reform-Based Science Curriculum
dc.typeArticle
dspace.entity.typePublication
local.authorid.openalexA5037983601

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