A Comparative Study of Traditional and
Creative Questions in SSC General
Science Examination
Suraya Yeasmin Jui
Email: jui...
Aims and Context:
• Aim of education system
• Importance of public examination
• Limitation of traditional question
• Newl...
Future Implications:
• Enhanced students learning
• Promote better assessment
• Assessing wider abilities
• Alternative wa...
Objective(s)
• Analyze traditional question papers in terms of
Bloom’s taxonomy.
• Analyze creative question papers in ter...
Bloom’s Taxonomy:
Domains of Educational Activity:
Cognitive Mental Skills (Knowledge)
Affective
Psychomotor
Emotional Areas (Attitude)
Manu...
Sub-domain of Cognitive
Domain
Why Bloom’s Taxonomy?
Why Bloom’s Taxonomy? (contd.)
• Worldwide acceptance
• Identify intellectual levels
• Essay to apply
• Valid assessment
•...
Research Methodology:
• Nature of the Study:
Quantitative (Documents Analysis)
• Data Gathering:
As Traditional
Question
A...
Data Analysis
Distribution of Percentage of
Traditional Question
Distribution of Percentage of
Creative Question
Comparison Between Traditional
and Creative Question
Traditional Question Creative Question
Findings
In Traditional Question System....
• Insufficient item inclusion
• Dominating knowledge based question
• Most items from l...
In Creative Question....
• Insufficient item inclusion in all domain
• Not 100% blessed
Has the world come to this
Recommendations:
• Appropriate proportion
• Stress in MCQ item making
• Limiting use of Knowledge based item
• Increasing ...
Reference:
• Ahmed, S. S. (2002). The Effect of Public Examination on the Process of Students’
Learning. Unpublished Med t...
Reference: (contd.)
• Karl O. Jones, Janice Harland, Juliet M.V. Reid and Rebecca Bartlett. (2009, October).
Relationship ...
A Comparative Study of Traditional and Creative Questions in SSC General Science Examination
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A Comparative Study of Traditional and Creative Questions in SSC General Science Examination

  1. 1. A Comparative Study of Traditional and Creative Questions in SSC General Science Examination Suraya Yeasmin Jui Email: jui_8724@yahoo.com
  2. 2. Aims and Context: • Aim of education system • Importance of public examination • Limitation of traditional question • Newly introduced assessment system • Matter of interest
  3. 3. Future Implications: • Enhanced students learning • Promote better assessment • Assessing wider abilities • Alternative ways
  4. 4. Objective(s) • Analyze traditional question papers in terms of Bloom’s taxonomy. • Analyze creative question papers in terms of Bloom’s taxonomy. • Compare traditional question papers and creative question papers according to Bloom’s taxonomy.
  5. 5. Bloom’s Taxonomy:
  6. 6. Domains of Educational Activity: Cognitive Mental Skills (Knowledge) Affective Psychomotor Emotional Areas (Attitude) Manual or Physical Skills (Skills)
  7. 7. Sub-domain of Cognitive Domain
  8. 8. Why Bloom’s Taxonomy?
  9. 9. Why Bloom’s Taxonomy? (contd.) • Worldwide acceptance • Identify intellectual levels • Essay to apply • Valid assessment • Appropriate instruction
  10. 10. Research Methodology: • Nature of the Study: Quantitative (Documents Analysis) • Data Gathering: As Traditional Question As Creative Question SSC General Science Question 2009 (all boards) SSC General Science Question 2013 (all boards) Analyze and Compare According to Bloom’s Taxonomy
  11. 11. Data Analysis
  12. 12. Distribution of Percentage of Traditional Question
  13. 13. Distribution of Percentage of Creative Question
  14. 14. Comparison Between Traditional and Creative Question Traditional Question Creative Question
  15. 15. Findings
  16. 16. In Traditional Question System.... • Insufficient item inclusion • Dominating knowledge based question • Most items from lower cognitive levels • Helpless to measure higher order thinking skills
  17. 17. In Creative Question.... • Insufficient item inclusion in all domain • Not 100% blessed
  18. 18. Has the world come to this
  19. 19. Recommendations: • Appropriate proportion • Stress in MCQ item making • Limiting use of Knowledge based item • Increasing Analysis, Synthesis and Evaluation type items • High preference at Bloom’s Taxonomy
  20. 20. Reference: • Ahmed, S. S. (2002). The Effect of Public Examination on the Process of Students’ Learning. Unpublished Med thesis, Institute of Education and Research, University of Dhaka. • Bloom, B.S. (1956). Taxonomy of educational objectives - Handbook 1. Cognitive domain. London: Longmans. • Halim, A. M. and Hossain, M. E. (2009). Assessment of Mathematics Question Paper of SSC Examination. NAEM Journal, 4(8), 97-104. • Hossain, M. Z. (2009). Creative Questions: Validity and Reliability of Secondary School Certificate Examination. Bangladesh Education Journal, 8(2), 31-41.
  21. 21. Reference: (contd.) • Karl O. Jones, Janice Harland, Juliet M.V. Reid and Rebecca Bartlett. (2009, October). Relationship Between Examinations and Bloom’s Taxonomy . Paper presented at 39th ASEE/IEEE Frontiers in Education Conference, San Antonio, TX. • KARAMUSTAFAOĞLU,S. and SEVİM,S. (2003). Analysis of Turkish High-School Chemistry-Examination Questions According to Bloom’s Taxonomy. Chemistry Education: Research and Practice, 4(1), 25-30. • Nitko, J. A. (1996). Educational Assessment of Students (2nd ed.). Ohio, New Jersey/ Columbus, Englewood cliff: Prentice Hall, Inc.

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