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

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dc.contributor.authorGökhan Serin
dc.contributor.authorSerin, Gökhan
dc.date.accessioned2025-11-13T10:09:42Z
dc.date.issued2015-04-02
dc.identifier.doi10.12973/eurasia.2015.1330a
dc.identifier.issn1305-8215
dc.identifier.issue2
dc.identifier.openalexW2271359364
dc.identifier.scopus2-s2.0-84930591484
dc.identifier.urihttps://hdl.handle.net/11421/3311
dc.identifier.urihttps://doi.org/10.12973/eurasia.2015.1330a
dc.identifier.volume11
dc.identifier.wos000354716200008
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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