LEADER 03682nam  22006855  450 
001 9910484702103321
005 20200920172657.0
010   $a94-007-7488-5
024 7 $a10.1007/978-94-007-7488-9
035   $a(CKB)3710000000075813
035   $a(EBL)1593322
035   $a(OCoLC)902409442
035   $a(SSID)ssj0001067987
035   $a(PQKBManifestationID)11673266
035   $a(PQKBTitleCode)TC0001067987
035   $a(PQKBWorkID)11094003
035   $a(PQKB)10185747
035   $a(MiAaPQ)EBC1593322
035   $a(DE-He213)978-94-007-7488-9
035   $a(PPN)176129391
035   $a(EXLCZ)993710000000075813
100   $a20131112d2014      u|             0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt
182   $cc
183   $acr
200 14$aThe Structure of Scientific Examination Questions$b[electronic resource] /$fby Adrian Day
205   $a1st ed. 2014.
210  1$aDordrecht :$cSpringer Netherlands :$cImprint: Springer,$d2014.
215   $a1 online resource (99 p.)
225 1 $aSpringerBriefs in Education,$x2211-1921
300   $aDescription based upon print version of record.
311   $a94-007-7487-7 
320   $aIncludes bibliographical references and index.
327   $aChapter 1 Systemic Functional Analysis and Science Examinations -- Chapter 2 Pictures and Words -- Chapter 3 Sentences -- Chapter 4 Active Readers.
330   $aThis book shows how Systemic Functional Linguistics may be used to explore and explain the grammar of scientific examination questions.  The author outlines the key elements of this theory and identifies problematical structures that affect the linguistic validity of such education assessment questions. This book also shows how examination questions may provide insight into the relationship between teaching and language in science.  Do candidates give an incorrect answer because they do not understand the topic or because they do not understand the language by which the question is framed?  This book shows how the analysis of scientific examination questions can answer this question. These chapters show how contemporary linguistics can inform the assessment of science and address topics including: the role of images, lexicography, the morphology of sentences, semantic discontinuity and the active reader.  An example question is used throughout the text to illustrate the theories and each chapter has its own useful summary, making it a very readable work.
410  0$aSpringerBriefs in Education,$x2211-1921
606   $aScience education
606   $aAssessment
606   $aApplied linguistics
606   $aSociolinguistics
606   $aScience Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O27000
606   $aAssessment, Testing and Evaluation$3https://scigraph.springernature.com/ontologies/product-market-codes/O33000
606   $aApplied Linguistics$3https://scigraph.springernature.com/ontologies/product-market-codes/N13000
606   $aSociolinguistics$3https://scigraph.springernature.com/ontologies/product-market-codes/N44000
615  0$aScience education.
615  0$aAssessment.
615  0$aApplied linguistics.
615  0$aSociolinguistics.
615 14$aScience Education.
615 24$aAssessment, Testing and Evaluation.
615 24$aApplied Linguistics.
615 24$aSociolinguistics.
676   $a306.44
700   $aDay$b Adrian$4aut$4http://id.loc.gov/vocabulary/relators/aut$0921480
906   $aBOOK
912   $a9910484702103321
996   $aThe Structure of Scientific Examination Questions$92852038
997   $aUNINA