Twenty in-service science teachers participated in a two-year physics and chemistry academy. Concept maps and selected response exams were used to document participants' changes in content knowledge before and after instruction, with a focus on the assessment information yielded by the two distinct assessment techniques.
Sophia J. Sweeney (Northeastern State University)
April D. Adams (Northeastern State University)
Jim L. Hicks (Northeastern State University)
Jessica D. Martin (Northeastern State University)
Friday January 9, 2015 9:15am - 10:15am PST
Salon C
