The study is an attempt to find out the influence of assessment process on students higher order
learning in science subjects in Bangladesh. The main objectives of the study are: (i) to identify the nature of the
question items of science subjects, (ii) to examine what kind of learning is influenced by the question items, and
(iii) to identify the role of science exams on students higher order learning. Findings of the study showed that,
majority of the science question items are mostly knowledge based. The nature of the items mainly demanded
the memorizing ability of the learners and it can be said that simple learning or straightforward learning skills
like memorizing is influenced heavily by the question items. It is also found unlikely but truly that; the question
items do not play any significant role on students higher order learning. The foregoing discussions suggest that
the nature of the assessment process used at the examinations make a bad or negative impact on students
learning. Therefore, the nature of the question items of the science examination should be changed for
influencing the students higher order learning and it should cover all the sub-domain of the cognitive domain of
learning. The items should be designed in such a way that it encourages the students for self-thinking
Authentic assessment for improving cognitive skill,critical creative thinking...Alexander Decker
This document discusses authentic assessment and its benefits. It defines authentic assessment as assessment used to holistically and continuously record students' achievement, including both product and learning process. Authentic assessment improves students' cognitive skills, critical-creative thinking, and meta-cognitive awareness. It involves meaningful, real-world tasks like portfolios, performances, and projects. Authentic assessment is continuous and provides feedback to improve learning, unlike traditional tests. It also develops higher-order thinking skills like analysis and problem-solving.
In educating the students, teachers’ beliefs on teaching and learning influenced not only on what to teach and how to do it, but also on how to assess their students. Education has a goal that students can apply the knowledge gained in real world activities. Through assessment process, it helps them to understand their strengths and weaknesses of their abilities development. This research aims to find out teachers’ beliefs about performance assessment and how they use it to assess their students in one of public college under The Ministry of Industry in Indonesia. Data findings are obtained by using interviews, observation and document analysis conducted on T1 and T2 as the participants. Researcher used the five elements of performance assessment to make the instruments and analyze the findings. Results indicated that there were differences between what they say and what they do. The differences appeared because of the theories they knew, their own knowledge and experiences they have in teaching.
Influences of the pedagogical content knowledge of graduate social studies te...Alexander Decker
This document discusses a study that investigated how graduate social studies teachers' pedagogical content knowledge influences the questions they set for senior high school students in Ghana. A mixed methods approach was used, collecting data from questionnaires, interviews, and analyzing teacher-created exam questions. The study found that while teachers said they aimed to develop students' conceptual understanding and problem-solving skills, there were differences between their stated assessment goals and what was actually assessed. Most questions focused only on lower-level cognitive skills like recall, rather than higher-order thinking. The document provides background on effective assessment principles and the importance of teacher questioning skills in developing student thinking.
This document discusses assessment and its role in the learning process. It addresses the differences between assessment and evaluation, and discusses various types of assessment including baseline, formative, summative, and diagnostic assessment. It emphasizes that assessment should be an ongoing process that considers the learner's social context and systems that influence their learning, such as their family, school, community and policies. Formative assessment in particular supports learning by providing feedback to learners and allowing them to improve. Teachers should take a holistic approach to assessment that identifies barriers to learning and provides an authentic and nurturing environment.
An analysis of exam oriented education system (1)lizhiao
An analysis of China's exam-oriented education system is presented. The system focuses heavily on test scores as the sole measure of students' abilities. This leads students to prioritize extrinsic goals over learning. A notable example is "Master Examinee" Konggu Zhang, who was admitted to top universities but lacked life skills. While the system produces hard-working students, it lacks creativity and students suffer from stress. Teachers and employers criticize the system for producing graduates without independence or problem-solving skills. Comprehensive reforms are needed, including long-term assessment and considering students' overall abilities rather than a single exam.
Improving Second Semester Students' Learning Outcomes in Sharia Business Cour...inventionjournals
This research aimed to reveal the benefits of using the cooperative learning model think pair sharein improving student learning outcomes inShariah Business courses at the Faculty of Economics at Muhammadiyah University of North Sumatra. This research using class room action research with the stage of planning, action, observation and reflection. This study used cluster sampling in which a class of sampled study consisted of 42 students. The results of this study revealed that the cooperative learning model think pare share could improve student results in Sharia Business subjects. Students responded positively to the learning process about the method of Think Pair Share.
Motivation for the achievements is urgently needed when attending a class. For renforcing the motivation can be obtained through self-regulation this research aimed to discover students’ self-regulation in a private university at Yogyakarta. This research used quantitative approach in the form of survey. The population in this research was all students in Primary school Teacher Education comprising 233 students. Whereas, there were 155 students as the sample taken by using random sampling technique. Furthermore, students’ self-regulation was measured by using self regulation learning. The data analysis was conducted qualitatively in the form of descriptive or inferential showed by self-regulation in high category comprising 11 students or 7,09%, medium category comprising 97 students or 62,58%, and low category comprising 47 students or 30,32%. The result of this study showed that: (1) self-regulation of prospective primary school teachers was included into medium category, (2) self-regulation had an important role to improve students’ motivation.
This portfolio document discusses the theme of using formative assessment to bridge the gap between assessment practices and student learning. It provides 3 artifacts with reflections: 1) a multiple choice assessment, 2) a journal article on effective learning practices, and 3) an analysis of student participation. Across the artifacts, key themes emerged around using formative assessment to enhance instruction through tailored feedback, higher-level questioning, and thoughtful grading practices aimed at promoting student mastery over grades.
Authentic assessment for improving cognitive skill,critical creative thinking...Alexander Decker
This document discusses authentic assessment and its benefits. It defines authentic assessment as assessment used to holistically and continuously record students' achievement, including both product and learning process. Authentic assessment improves students' cognitive skills, critical-creative thinking, and meta-cognitive awareness. It involves meaningful, real-world tasks like portfolios, performances, and projects. Authentic assessment is continuous and provides feedback to improve learning, unlike traditional tests. It also develops higher-order thinking skills like analysis and problem-solving.
In educating the students, teachers’ beliefs on teaching and learning influenced not only on what to teach and how to do it, but also on how to assess their students. Education has a goal that students can apply the knowledge gained in real world activities. Through assessment process, it helps them to understand their strengths and weaknesses of their abilities development. This research aims to find out teachers’ beliefs about performance assessment and how they use it to assess their students in one of public college under The Ministry of Industry in Indonesia. Data findings are obtained by using interviews, observation and document analysis conducted on T1 and T2 as the participants. Researcher used the five elements of performance assessment to make the instruments and analyze the findings. Results indicated that there were differences between what they say and what they do. The differences appeared because of the theories they knew, their own knowledge and experiences they have in teaching.
Influences of the pedagogical content knowledge of graduate social studies te...Alexander Decker
This document discusses a study that investigated how graduate social studies teachers' pedagogical content knowledge influences the questions they set for senior high school students in Ghana. A mixed methods approach was used, collecting data from questionnaires, interviews, and analyzing teacher-created exam questions. The study found that while teachers said they aimed to develop students' conceptual understanding and problem-solving skills, there were differences between their stated assessment goals and what was actually assessed. Most questions focused only on lower-level cognitive skills like recall, rather than higher-order thinking. The document provides background on effective assessment principles and the importance of teacher questioning skills in developing student thinking.
This document discusses assessment and its role in the learning process. It addresses the differences between assessment and evaluation, and discusses various types of assessment including baseline, formative, summative, and diagnostic assessment. It emphasizes that assessment should be an ongoing process that considers the learner's social context and systems that influence their learning, such as their family, school, community and policies. Formative assessment in particular supports learning by providing feedback to learners and allowing them to improve. Teachers should take a holistic approach to assessment that identifies barriers to learning and provides an authentic and nurturing environment.
An analysis of exam oriented education system (1)lizhiao
An analysis of China's exam-oriented education system is presented. The system focuses heavily on test scores as the sole measure of students' abilities. This leads students to prioritize extrinsic goals over learning. A notable example is "Master Examinee" Konggu Zhang, who was admitted to top universities but lacked life skills. While the system produces hard-working students, it lacks creativity and students suffer from stress. Teachers and employers criticize the system for producing graduates without independence or problem-solving skills. Comprehensive reforms are needed, including long-term assessment and considering students' overall abilities rather than a single exam.
Improving Second Semester Students' Learning Outcomes in Sharia Business Cour...inventionjournals
This research aimed to reveal the benefits of using the cooperative learning model think pair sharein improving student learning outcomes inShariah Business courses at the Faculty of Economics at Muhammadiyah University of North Sumatra. This research using class room action research with the stage of planning, action, observation and reflection. This study used cluster sampling in which a class of sampled study consisted of 42 students. The results of this study revealed that the cooperative learning model think pare share could improve student results in Sharia Business subjects. Students responded positively to the learning process about the method of Think Pair Share.
Motivation for the achievements is urgently needed when attending a class. For renforcing the motivation can be obtained through self-regulation this research aimed to discover students’ self-regulation in a private university at Yogyakarta. This research used quantitative approach in the form of survey. The population in this research was all students in Primary school Teacher Education comprising 233 students. Whereas, there were 155 students as the sample taken by using random sampling technique. Furthermore, students’ self-regulation was measured by using self regulation learning. The data analysis was conducted qualitatively in the form of descriptive or inferential showed by self-regulation in high category comprising 11 students or 7,09%, medium category comprising 97 students or 62,58%, and low category comprising 47 students or 30,32%. The result of this study showed that: (1) self-regulation of prospective primary school teachers was included into medium category, (2) self-regulation had an important role to improve students’ motivation.
This portfolio document discusses the theme of using formative assessment to bridge the gap between assessment practices and student learning. It provides 3 artifacts with reflections: 1) a multiple choice assessment, 2) a journal article on effective learning practices, and 3) an analysis of student participation. Across the artifacts, key themes emerged around using formative assessment to enhance instruction through tailored feedback, higher-level questioning, and thoughtful grading practices aimed at promoting student mastery over grades.
Teachers’ Perceptions and Practices of Classroom Assessment in Secondary Scho...Md. Mehadi Rahman
- The document discusses a study that investigated teachers' perceptions of classroom assessment and their current classroom assessment practices in secondary science classes in Bangladesh.
- The study found that teachers perceive classroom assessment as mainly summative assessment aimed at measuring student performance rather than formative assessment to support learning.
- There was little correlation found between what teachers said about their assessment practices and what was observed - teachers did not regularly use different assessment strategies or adapt their teaching based on student understanding.
- Therefore, the study concluded that teachers' perceptions of classroom assessment were not well aligned with their actual classroom assessment practices.
Effectiveness of performance assessment on meta cognitive skillsAlexander Decker
Performance assessment may improve students' metacognitive skills more than traditional assessment. The study examined the impact of performance assessment versus traditional assessment on the metacognitive skills of 87 high school science students. Metacognitive skills include planning, monitoring, using cognitive strategies, and self-awareness. Results from the Metacognitive Skills Inventory showed students in the performance assessment group scored significantly higher on all dimensions of metacognitive skills than those in the traditional assessment group. There were no significant differences between boys and girls in metacognitive skills scores. Thus, performance assessment appears to have a positive influence on developing students' metacognitive abilities.
Assessment for the improvement of teaching and learning of christian religiou...Alexander Decker
This document discusses assessment for improving teaching and learning of Christian religious knowledge in secondary schools in Nigeria. It defines assessment as the systematic collection and interpretation of information to evaluate student progress and make judgments about their learning. The principles of quality assessment are that it should be continuous, improve learning, provide effective communication to stakeholders, and reflect all elements of the curriculum. For religious education specifically, assessment should make reliable judgments about student performance and provide guidelines to help students improve their knowledge, understanding, and skills. The document recommends linking assessment methods to curriculum aims, structuring assessment around stated objectives, using assessment to support varied teaching approaches, and ensuring assessment is valid, reliable and equitable.
Feasibility Study for Empowering the System of Assessment and Feedback in Hig...AJHSSR Journal
ABSTRACT: The method of assessment is the most important part of the education process to help learners progress from one-step to another. Assessment is about measuring student learning; it is about diagnosing misunderstandings in order to help students to learn more effectively [29].
Exploring General Science Questions of Secondary School Certificate (SSC) Exa...Md. Mehadi Rahman
Creative question is generally considered as a tool to measure students’ various levels of learning. The study focused on exploring the present situation of General Science test items/creative questions in Bangladesh. This descriptive study was conducted using a concurrent triangulation research design. To conduct this study both quantitative and qualitative data were collected. 16 test of General Science test items/creative question papers of 2015 or 2016 were selected purposively as sample from all educational boards. 48 students were selected conveniently for interview from those who had been passed the SSC examination of 2015 or 2016. For collecting data from these sources test analysis protocol and interview protocol were used as research tools. Test analysis protocol was consisted of two criteria; wording criteria and practicing criteria. Selected test items were analysed based on these two criteria and Bloom’s cognitive domain. The study revealed that major test items were developed in a way which direct students towards lower level learning. Few test items were focused to students understanding, application and higher order learning. In practice, students were engaged to only memorization and understanding through SSC examination assessment. Few test items were devoted to application level learning of students. Higher order learning was totally ignored in SSC examination questions.
This document discusses a study on the differences in self-efficacy levels between male and female students based on their science literacy skills and learning outcomes. The study found that male students had higher levels of self-efficacy than female students across three dimensions: magnitude, strength, and generality. Male students also had superior science learning outcome scores compared to female students. However, the differences in scores between genders were not large. The study suggests developing students' self-confidence to improve their self-efficacy levels and academic performance.
This document summarizes a study that aims to identify factors influencing academic performance in higher education. The study assessed students' motivational levels using attribution theory and examined factors like attribution style, satisfaction, and student-teacher interactions. A literature review found that motivation, effort, psychological well-being, relationships, and studying habits can impact academic success. The study used questionnaires to measure these factors and identify areas for universities to improve the academic environment.
This document discusses assessment and evaluation in education. It defines assessment as the systematic collection of student performance data to guide instruction, while evaluation determines if program goals have been met. Formative assessment is ongoing to improve learning, while summative assessment evaluates learning. Authentic assessment involves real-world tasks evaluated using rubrics. Different types of traditional and alternative assessments are examined.
This document summarizes a study on teachers' perceptions of implementing School-Based Assessment (SBA) in Malaysian schools. The study collected data from 50 teachers using a 21-question questionnaire to understand their views on SBA training and classroom implementation. Key findings include:
1) Teachers generally had a positive perception of SBA, though felt training could be improved. The average response was 3.06 on a 4-point scale.
2) Training modules were seen as most useful, but teachers felt training duration was insufficient.
3) There were no significant differences found between ethnic groups in their perceptions of SBA.
The study aims to provide feedback to help education authorities improve SBA training for teachers
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document summarizes a qualitative study that investigated excellent teachers' beliefs about the qualities of a good teacher. Six excellent teachers from various schools were interviewed. The key findings that emerged from the interviews were:
1) Teachers believed that a good teacher's personality, including having a warm and approachable demeanor, is more important than their knowledge.
2) A student-centered approach is important, where teachers address different learning styles, needs, potentials, and paces of individual students.
3) Nurturing students through empathy, kindness, encouragement, and parental involvement is important for building trust and motivating learning.
4) Maintaining a high level of professionalism through strong content knowledge, ped
The document provides information on assessment for learning (formative assessment) as a characteristic of effective instruction within the Iowa Core. It defines assessment for learning as a process used by teachers and students during instruction to provide feedback and adjust teaching and learning to improve student achievement. The summary highlights key aspects of assessment for learning, including using a variety of strategies to monitor progress toward learning goals, providing descriptive feedback, incorporating self- and peer-assessment, and establishing a collaborative classroom climate. Research cited found significant learning gains when formative assessment practices were used.
Self-directed Learning Readiness Study for Undergraduate Students: A Case Stu...Kru Suthin
The study focused on learning condition and Self-directed Learning Readiness (SDLR) for undergraduate students and comparison of the opinions with different gender.101 random samples of undergraduate students were in the study. The questionnaires and SDLR were in the study instruments of learning condition involving instructors, instruction, media, measurement and evaluation and the suggestion in learning development. The data were analyzed by using frequency, percentage, mean, standard deviation and t-test. The results showed that all aspects were at high level. Results from the data analysis of the students with SDLR were all in eight aspects at the high level. The comparison of difference based on gender was statistical significant difference at level .05.
ASSESSING STUDENTS PERFOMANCE PURPOSE AND TECHNIQUE.selman ulfaris
The document discusses techniques for assessing student performance. It defines assessment as a systematic process of gathering information about what students know and can do in order to improve learning. The document outlines different types of assessment including formative, diagnostic and summative assessment. It also describes various techniques that can be used to assess students, such as observation, assignments, projects, practical work, interviews and self-reporting. The goal of assessment is to provide feedback to students, evaluate their understanding and skills, and help teachers improve their instruction.
Secondary School Students Attitude towards Junior School Certificate (JSC) Ex...Md. Mehadi Rahman
The study investigates secondary students’ attitude towards junior school certificate (JSC) examination in Bangladesh. The study is mainly quantitative and data was collected in a computable manner through questionnaires. Secondary students who would take the JSC examination were the main data source of the study. Two hundred fifty students (120 male and 130 female) were chosen randomly from ten secondary schools (five private and five government) in Dhaka. The study revealed that secondary students have a positive attitude towards JSC examination. There was no significant difference between male and female students’ attitude towards JSC examination. JSC exam had increased students’ both
quality of study and study time, enhanced students’ creativity, and reduced the fear of examination. On the contrary, JSC examination had hampered students’ normal life by extra stress, reduced their playtime, and made them dependent on guidebooks for better grades. Therefore, the study suggests changing current JSC examination systems by creating test items focused on creativity and problem-solving tasks to ensure the quality of education in Bangladesh. These findings can inform the government as well as other relevant stakeholders in making necessary changes in the JSC examination in Bangladesh
International Journal of Engineering Research and Development is an international premier peer reviewed open access engineering and technology journal promoting the discovery, innovation, advancement and dissemination of basic and transitional knowledge in engineering, technology and related disciplines.
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/59919647
Presentation Abstract:
Foreign language teachers must balance their commitment to meeting learner needs and promoting learner language abilities with their responsibility to generate grades and document learner progress toward curricular objectives. Large-scale, formal testing practices lead many to view teaching and assessment as distinct or even competing activities that classroom practitioners must choose between. The focus of this webinar is how assessment may be conceived not as a separate undertaking but rather as a perspective on teaching and learning activities – that is, a way of looking at regular classroom activities as sources of information regarding forms of learner participation and contribution, difficulties they encounter, and forms of support they require to progress. This way of thinking about assessment’s relation to teaching resonates with recent calls for an Assessment-for-Learning framework, which underscores the relevance to instructional decisions of insights into learner abilities that are gained through informal assessments. It also draws heavily upon the recent innovation of Dynamic Assessment as a principled approach to integrating teaching and assessment as a single activity that supports learners to stretch beyond their current language abilities. Examples of classroom interactions intended to serve both instructional and evaluative purposes will be presented. Participants will be invited to critically examine these examples and, through discussion, to derive principles for teaching and assessing to promote language learning.
Webinar Date: February 10, 2011
This study analyzed the professionalism of 156 elementary school teachers (43 male and 113 female) in Sleman, Yogyakarta, Indonesia based on gender. The study found that female teachers displayed higher professionalism than male teachers in several areas: having an undergraduate degree, commitment to ongoing education, ability to develop curricula suited to student needs, providing quality teaching materials, and conducting classroom research. The study recommends that male teachers improve their qualifications to fulfill their professional duties under the law, and that teacher training focus on developing male teacher skills. It also calls for further research to strengthen education policy.
Developing an authentic assessment model in elementary school science teachingAlexander Decker
1) The document describes the development of an authentic assessment model for elementary school science teaching in Indonesia.
2) It aims to develop a model that can reveal student creativity and potential while developing character and fulfilling good assessment requirements.
3) The developed model includes performance assessments with tasks and rubrics, character assessments with criteria, and a scientific attitude questionnaire.
AN EFFECTIVE PROFESSIONAL DEVELOPMENT SERIES IMPROVES THE QUALITY OF TEACHERC...ijejournal
Just as the educational system in the United States is working to figure out the best ways to reach the developmentally diverse student population found in our public and private institutions; we should be looking how to best prepare our teachers. Over the years, the threat of trickle down curriculum has become a reality and there is increasing pressure on in-coming kindergarteners to be knowledgeable of more and more. Teachers express through honest feedback the lack of quality and/or effective professional
development opportunities available to them. There needs to be some sort of reform when the positive changes in the education system can been seen in the success of the students, which is directly affected by the quality and effectiveness in teacher instruction. A quality feedback through coaching model is the most
effective way to develop educators in order to improve teacher-child interactions that translates into high quality education.
This document outlines discussion questions for Week 5 of a business course. The first question asks students to identify skills in the current workforce that may become obsolete and why. The second question asks how process reengineering impacts the field of training. Students are instructed to respond to at least two classmates' posts for each discussion question.
Este documento presenta la creación de un portal educativo llamado "EDUCACIÓN NET". Describe el logo del portal, el cual representa la educación tradicional a través de una manzana y un libro. Explica que el dominio del portal es "https://educacionnet.wordpress.com/" y presenta su visión, misión y objetivos, los cuales están orientados a brindar servicios de apoyo a estudiantes graduados que desarrollan tesis. Finalmente, incluye enlaces a recursos de metodología de investigación que estarán disponibles en el
Teachers’ Perceptions and Practices of Classroom Assessment in Secondary Scho...Md. Mehadi Rahman
- The document discusses a study that investigated teachers' perceptions of classroom assessment and their current classroom assessment practices in secondary science classes in Bangladesh.
- The study found that teachers perceive classroom assessment as mainly summative assessment aimed at measuring student performance rather than formative assessment to support learning.
- There was little correlation found between what teachers said about their assessment practices and what was observed - teachers did not regularly use different assessment strategies or adapt their teaching based on student understanding.
- Therefore, the study concluded that teachers' perceptions of classroom assessment were not well aligned with their actual classroom assessment practices.
Effectiveness of performance assessment on meta cognitive skillsAlexander Decker
Performance assessment may improve students' metacognitive skills more than traditional assessment. The study examined the impact of performance assessment versus traditional assessment on the metacognitive skills of 87 high school science students. Metacognitive skills include planning, monitoring, using cognitive strategies, and self-awareness. Results from the Metacognitive Skills Inventory showed students in the performance assessment group scored significantly higher on all dimensions of metacognitive skills than those in the traditional assessment group. There were no significant differences between boys and girls in metacognitive skills scores. Thus, performance assessment appears to have a positive influence on developing students' metacognitive abilities.
Assessment for the improvement of teaching and learning of christian religiou...Alexander Decker
This document discusses assessment for improving teaching and learning of Christian religious knowledge in secondary schools in Nigeria. It defines assessment as the systematic collection and interpretation of information to evaluate student progress and make judgments about their learning. The principles of quality assessment are that it should be continuous, improve learning, provide effective communication to stakeholders, and reflect all elements of the curriculum. For religious education specifically, assessment should make reliable judgments about student performance and provide guidelines to help students improve their knowledge, understanding, and skills. The document recommends linking assessment methods to curriculum aims, structuring assessment around stated objectives, using assessment to support varied teaching approaches, and ensuring assessment is valid, reliable and equitable.
Feasibility Study for Empowering the System of Assessment and Feedback in Hig...AJHSSR Journal
ABSTRACT: The method of assessment is the most important part of the education process to help learners progress from one-step to another. Assessment is about measuring student learning; it is about diagnosing misunderstandings in order to help students to learn more effectively [29].
Exploring General Science Questions of Secondary School Certificate (SSC) Exa...Md. Mehadi Rahman
Creative question is generally considered as a tool to measure students’ various levels of learning. The study focused on exploring the present situation of General Science test items/creative questions in Bangladesh. This descriptive study was conducted using a concurrent triangulation research design. To conduct this study both quantitative and qualitative data were collected. 16 test of General Science test items/creative question papers of 2015 or 2016 were selected purposively as sample from all educational boards. 48 students were selected conveniently for interview from those who had been passed the SSC examination of 2015 or 2016. For collecting data from these sources test analysis protocol and interview protocol were used as research tools. Test analysis protocol was consisted of two criteria; wording criteria and practicing criteria. Selected test items were analysed based on these two criteria and Bloom’s cognitive domain. The study revealed that major test items were developed in a way which direct students towards lower level learning. Few test items were focused to students understanding, application and higher order learning. In practice, students were engaged to only memorization and understanding through SSC examination assessment. Few test items were devoted to application level learning of students. Higher order learning was totally ignored in SSC examination questions.
This document discusses a study on the differences in self-efficacy levels between male and female students based on their science literacy skills and learning outcomes. The study found that male students had higher levels of self-efficacy than female students across three dimensions: magnitude, strength, and generality. Male students also had superior science learning outcome scores compared to female students. However, the differences in scores between genders were not large. The study suggests developing students' self-confidence to improve their self-efficacy levels and academic performance.
This document summarizes a study that aims to identify factors influencing academic performance in higher education. The study assessed students' motivational levels using attribution theory and examined factors like attribution style, satisfaction, and student-teacher interactions. A literature review found that motivation, effort, psychological well-being, relationships, and studying habits can impact academic success. The study used questionnaires to measure these factors and identify areas for universities to improve the academic environment.
This document discusses assessment and evaluation in education. It defines assessment as the systematic collection of student performance data to guide instruction, while evaluation determines if program goals have been met. Formative assessment is ongoing to improve learning, while summative assessment evaluates learning. Authentic assessment involves real-world tasks evaluated using rubrics. Different types of traditional and alternative assessments are examined.
This document summarizes a study on teachers' perceptions of implementing School-Based Assessment (SBA) in Malaysian schools. The study collected data from 50 teachers using a 21-question questionnaire to understand their views on SBA training and classroom implementation. Key findings include:
1) Teachers generally had a positive perception of SBA, though felt training could be improved. The average response was 3.06 on a 4-point scale.
2) Training modules were seen as most useful, but teachers felt training duration was insufficient.
3) There were no significant differences found between ethnic groups in their perceptions of SBA.
The study aims to provide feedback to help education authorities improve SBA training for teachers
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document summarizes a qualitative study that investigated excellent teachers' beliefs about the qualities of a good teacher. Six excellent teachers from various schools were interviewed. The key findings that emerged from the interviews were:
1) Teachers believed that a good teacher's personality, including having a warm and approachable demeanor, is more important than their knowledge.
2) A student-centered approach is important, where teachers address different learning styles, needs, potentials, and paces of individual students.
3) Nurturing students through empathy, kindness, encouragement, and parental involvement is important for building trust and motivating learning.
4) Maintaining a high level of professionalism through strong content knowledge, ped
The document provides information on assessment for learning (formative assessment) as a characteristic of effective instruction within the Iowa Core. It defines assessment for learning as a process used by teachers and students during instruction to provide feedback and adjust teaching and learning to improve student achievement. The summary highlights key aspects of assessment for learning, including using a variety of strategies to monitor progress toward learning goals, providing descriptive feedback, incorporating self- and peer-assessment, and establishing a collaborative classroom climate. Research cited found significant learning gains when formative assessment practices were used.
Self-directed Learning Readiness Study for Undergraduate Students: A Case Stu...Kru Suthin
The study focused on learning condition and Self-directed Learning Readiness (SDLR) for undergraduate students and comparison of the opinions with different gender.101 random samples of undergraduate students were in the study. The questionnaires and SDLR were in the study instruments of learning condition involving instructors, instruction, media, measurement and evaluation and the suggestion in learning development. The data were analyzed by using frequency, percentage, mean, standard deviation and t-test. The results showed that all aspects were at high level. Results from the data analysis of the students with SDLR were all in eight aspects at the high level. The comparison of difference based on gender was statistical significant difference at level .05.
ASSESSING STUDENTS PERFOMANCE PURPOSE AND TECHNIQUE.selman ulfaris
The document discusses techniques for assessing student performance. It defines assessment as a systematic process of gathering information about what students know and can do in order to improve learning. The document outlines different types of assessment including formative, diagnostic and summative assessment. It also describes various techniques that can be used to assess students, such as observation, assignments, projects, practical work, interviews and self-reporting. The goal of assessment is to provide feedback to students, evaluate their understanding and skills, and help teachers improve their instruction.
Secondary School Students Attitude towards Junior School Certificate (JSC) Ex...Md. Mehadi Rahman
The study investigates secondary students’ attitude towards junior school certificate (JSC) examination in Bangladesh. The study is mainly quantitative and data was collected in a computable manner through questionnaires. Secondary students who would take the JSC examination were the main data source of the study. Two hundred fifty students (120 male and 130 female) were chosen randomly from ten secondary schools (five private and five government) in Dhaka. The study revealed that secondary students have a positive attitude towards JSC examination. There was no significant difference between male and female students’ attitude towards JSC examination. JSC exam had increased students’ both
quality of study and study time, enhanced students’ creativity, and reduced the fear of examination. On the contrary, JSC examination had hampered students’ normal life by extra stress, reduced their playtime, and made them dependent on guidebooks for better grades. Therefore, the study suggests changing current JSC examination systems by creating test items focused on creativity and problem-solving tasks to ensure the quality of education in Bangladesh. These findings can inform the government as well as other relevant stakeholders in making necessary changes in the JSC examination in Bangladesh
International Journal of Engineering Research and Development is an international premier peer reviewed open access engineering and technology journal promoting the discovery, innovation, advancement and dissemination of basic and transitional knowledge in engineering, technology and related disciplines.
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/59919647
Presentation Abstract:
Foreign language teachers must balance their commitment to meeting learner needs and promoting learner language abilities with their responsibility to generate grades and document learner progress toward curricular objectives. Large-scale, formal testing practices lead many to view teaching and assessment as distinct or even competing activities that classroom practitioners must choose between. The focus of this webinar is how assessment may be conceived not as a separate undertaking but rather as a perspective on teaching and learning activities – that is, a way of looking at regular classroom activities as sources of information regarding forms of learner participation and contribution, difficulties they encounter, and forms of support they require to progress. This way of thinking about assessment’s relation to teaching resonates with recent calls for an Assessment-for-Learning framework, which underscores the relevance to instructional decisions of insights into learner abilities that are gained through informal assessments. It also draws heavily upon the recent innovation of Dynamic Assessment as a principled approach to integrating teaching and assessment as a single activity that supports learners to stretch beyond their current language abilities. Examples of classroom interactions intended to serve both instructional and evaluative purposes will be presented. Participants will be invited to critically examine these examples and, through discussion, to derive principles for teaching and assessing to promote language learning.
Webinar Date: February 10, 2011
This study analyzed the professionalism of 156 elementary school teachers (43 male and 113 female) in Sleman, Yogyakarta, Indonesia based on gender. The study found that female teachers displayed higher professionalism than male teachers in several areas: having an undergraduate degree, commitment to ongoing education, ability to develop curricula suited to student needs, providing quality teaching materials, and conducting classroom research. The study recommends that male teachers improve their qualifications to fulfill their professional duties under the law, and that teacher training focus on developing male teacher skills. It also calls for further research to strengthen education policy.
Developing an authentic assessment model in elementary school science teachingAlexander Decker
1) The document describes the development of an authentic assessment model for elementary school science teaching in Indonesia.
2) It aims to develop a model that can reveal student creativity and potential while developing character and fulfilling good assessment requirements.
3) The developed model includes performance assessments with tasks and rubrics, character assessments with criteria, and a scientific attitude questionnaire.
AN EFFECTIVE PROFESSIONAL DEVELOPMENT SERIES IMPROVES THE QUALITY OF TEACHERC...ijejournal
Just as the educational system in the United States is working to figure out the best ways to reach the developmentally diverse student population found in our public and private institutions; we should be looking how to best prepare our teachers. Over the years, the threat of trickle down curriculum has become a reality and there is increasing pressure on in-coming kindergarteners to be knowledgeable of more and more. Teachers express through honest feedback the lack of quality and/or effective professional
development opportunities available to them. There needs to be some sort of reform when the positive changes in the education system can been seen in the success of the students, which is directly affected by the quality and effectiveness in teacher instruction. A quality feedback through coaching model is the most
effective way to develop educators in order to improve teacher-child interactions that translates into high quality education.
This document outlines discussion questions for Week 5 of a business course. The first question asks students to identify skills in the current workforce that may become obsolete and why. The second question asks how process reengineering impacts the field of training. Students are instructed to respond to at least two classmates' posts for each discussion question.
Este documento presenta la creación de un portal educativo llamado "EDUCACIÓN NET". Describe el logo del portal, el cual representa la educación tradicional a través de una manzana y un libro. Explica que el dominio del portal es "https://educacionnet.wordpress.com/" y presenta su visión, misión y objetivos, los cuales están orientados a brindar servicios de apoyo a estudiantes graduados que desarrollan tesis. Finalmente, incluye enlaces a recursos de metodología de investigación que estarán disponibles en el
El documento habla sobre el aprendizaje autónomo y el aprendizaje significativo. El aprendizaje autónomo se refiere al grado en que el estudiante establece sus propios objetivos, procedimientos, recursos y evaluación para su aprendizaje. El aprendizaje significativo ocurre cuando un estudiante relaciona nueva información con conocimientos previos, reajustando ambos. También discute cómo las TIC están transformando la educación al cambiar las formas de enseñar y aprender, así como los roles del maestro y el
Este documento proporciona una introducción a Excel, incluyendo definiciones de celdas, hojas de cálculo y funciones básicas como sumas, promedios, mínimos y máximos. Explica cómo moverse por una hoja de cálculo usando las teclas de flecha y cómo agregar filas y columnas. También cubre el uso de formato condicional para aplicar colores a celdas con valores específicos.
Technology has allowed for more cost-effective virtual training methods like online courses and video conferencing that reduce travel costs compared to in-person training. To do more with less funding, training programs must continue leveraging technology and virtual methods while also improving accessibility and ensuring all employees can fully participate in training regardless of location or resources.
This research proposal aims to investigate the impact of outcome-based education on the academic performance of Bachelor of Secondary Education students majoring in Social Studies at City College of Tagaytay. The study will examine how outcome-based education affects students' understanding, learning, and skills. It will also compare academic performance and the effects of outcome-based education across different year levels. The researchers will administer surveys to collect data on students' perceptions. They will then analyze the data both qualitatively by interpreting responses and quantitatively by testing relationships between variables. The study seeks to provide benefits for students, teachers, the institution, and future researchers by exploring how outcome-based approaches influence academic achievement.
This document discusses strategies for assessment in physical science education. It begins by defining classroom assessment and its purposes of informing teaching, improving learning, and monitoring student progress. It describes using a variety of tools for assessment, including questions, observations, and student self-assessments. The document then discusses continuous and comprehensive evaluation (CCE), which assesses all aspects of a student's development over time. It also discusses using grading systems instead of marks to classify student performance and the benefits and limitations of different grading approaches. The document provides details on constructing achievement tests, including planning, designing, and writing test items.
Here are the key points about assessment types from the document:
- Assessment can be formative (ongoing to improve learning) or summative (final evaluation). Formative assessment provides feedback to teachers and students.
- Common formative assessment methods mentioned include observations, performance assessments, flexible interviews, and age-appropriate tests.
- Observations allow teachers to understand students' thinking processes and errors, not just behaviors.
- Informal classroom assessments are important for understanding individual students, as state tests only provide a limited picture.
- Record keeping is important for tracking students' progress, communicating results, and ensuring accountability.
The document discusses the purposes and types of assessment, emphasizing the value of format
The goal of education is learning, and the vehicle used to accomplish this goal is teaching. In the learning-teaching process, the fundamental component which determines the degree of learner outcomes’ achievement is assessment. Assessment has the express objective of determining whether or not learners have learned what they are supposed to learn. This reflective essay on assessment looks at assessment and what it is, what assessment should not be, how to constructively align assessment to learning outcomes, and valid assessment practices, among others. It is based on my personal experiences in the learning-teaching arena, from the secondary institution system to the tertiary institution system, and how my assessment practices have been transformed since having completed the Postgraduate Certificate in Tertiary Teaching. It is underscored that since assessment should send the right messages to learners, it should be done carefully in order to give an accurate picture of student learning.
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This document discusses formative and summative assessments. It begins by defining assessment and explaining that formative assessment involves gathering information during a course to provide feedback to improve student learning, while summative assessment measures student achievement at the end of a period. Formative assessments include oral questions, draft work, and peer reviews to help teachers and students identify areas for improvement. Summative assessments such as tests and projects are given at the end to evaluate learning and assign grades. The key difference is that formative assessment is for learning and summative assessment is of learning.
Formative Assessment as an Essential Competence of University Teachersiosrjce
: In the framework of a competency-based education, teachers require to acquire previously the
formative assessment as a fundamental task to develop an educational process of higher quality. In this article
the complexity of the educational act is analyzed from a socio-cultural approach, presenting the theoretical
bases that support a continuous and ongoing evaluation of student performance. It is highlighted the role of
teachers in order to help students to achieve their learning objectives and it is promoted a comprehensive
evaluation, where self-assessment, peer assessment and hetero assessment are essential stages for feedback of
the teaching-learning-processes. The evaluation will be useful when strengths and weaknesses of the
educational process could be determined holistically, to consolidate and transfer strengths to other areas or
contexts overcoming weaknesses and shortcomings in time, before the end of the semester. It is recommended
that university teachers develop the competence of formative assessment so that they are in a position to redirect
scientific discourse to a scenario in which the educational process unfolds. For this, the teacher needs to
assume its role as a mediator of knowledge, so that the course contents are understood and assimilated by the
student.
ASSESSMENT METHODS IN TEACHING HISTORY.pdfLeslie Schulte
The document discusses assessment methods in teaching history. It argues that assessment should be continuous and formative to provide ongoing feedback to students and teachers. Both summative and formative assessments are needed to fully understand student learning. Formative tools like observations, oral questions, group projects and VARK assessments can help teachers tailor instruction to student needs and learning styles. The goals of history assessment should be to evaluate students' abilities to recall facts, interpret sources, analyze information, and evaluate evidence from a historical perspective. Continuous assessment provides a more holistic and supportive approach to improving student achievement.
1. The document discusses assessing student understanding in science and the difference between assessment and grading. Assessment is intended to further student learning while grading is more summative and judgmental.
2. The purposes of assessment are outlined as focusing student learning, teaching, improving systems, and influencing policy and planning. Different types of assessment include formative and informal to get a broader view of student understanding.
3. The document then discusses domains of learning, types of assessments, and Bloom's taxonomy, which categorizes cognitive learning objectives from simplest to most complex. Formal assessments examine products while informal assessments use classroom questioning.
The document discusses ethical issues related to student grading practices. It notes that grading is a unique challenge in education and that unethical practices can range from obviously changing grades to more subjective inconsistencies in grading policies. The purpose of grading should be to accurately reflect student learning, though determining fair grading practices is an ongoing debate between standards-based and more subjective approaches.
perspective chapter-performance based assessment through IBL.pdfAyshaAlShamsi11
Due to the COVID-19 pandemic, students were suddenly required to complete
their assessments online. Higher education (HE) institutions and instructors likewise
were suddenly forced to ensure competency achievement among students online. At
many (HE) institutions, competency-based learning is mandatory. Approaching online
assessment through online competency-based performance assessment is crucial to
achieving institutions’ expectations. Online competency-based performance assessment
is challenging; however, the use of an inquiry-based learning (IBL) allows teachers and
students to involve themselves at a deeper level of instruction through differentiated
activities. The assessment procedure through IBL implies an alternative view of instructors when designing their assessment, learning, and achievement of the learning objectives. The proposed conceptual framework involves a combination of competency-based
learning principles, performance assessment, and IBL. In the initial stage, it is proposed
to design differentiated IBL activities following the task description, considering the
required competencies to be achieved. The final stage is tackling it as an assessment
framework that focuses on performance for final summative purposes.
Classroom assessment is used to understand students' knowledge and learning needs. It involves gathering and interpreting information about students' attainment of learning goals. In the transmission-reception (behaviorist) model of education, student learning is assessed through observable behaviors that demonstrate the replication of knowledge provided by the teacher. However, constructivism posits that learning is an active process of generating new knowledge from experiences. Therefore, assessment in the constructivist model is qualitative and evaluates how students structure and process knowledge, using methods like concept mapping and continuous, formative assessment.
ASSESSMENT FOR LEARNING IN CLASSROOM .PdfAmber Ford
The document discusses various models of assessment, including behaviorist, constructivist, and evidence-based models. In the behaviorist model, assessment is summative and focuses on knowledge attainment and teaching success, but does not consider students' mental processes. The constructivist model views students as active learners who construct knowledge; assessment is thus formative and qualitative, evaluating students' understanding. Evidence-based assessment evaluates students' achievement of learning outcomes based on evidence like exam scores or research reports. The document also discusses different types of assessments like practice-based, portfolio-based, and performance-based assessments.
The Masters of Education in Teaching and Learning Summative Assessment requires teacher candidates to be proficient or advanced in three categories to complete the program successfully. Category one, Knows, has three subcategories: general and professional knowledge, content knowledge, and diversity. The summative assessment evaluates teacher candidates on communication, human relations and leadership, technology and resources, planning, and assessments. Candidates must meet defined proficiency levels to pass.
IRJET- Relationship between Achievement in Advanced Educational Psychology an...IRJET Journal
This study examined the relationship between achievement in advanced educational psychology and self-regulated learning among prospective teachers. A pre-test post-test design was used to evaluate the impact of an e-content module on growth, development and learning. Samples of 30 prospective teachers learning in Tamil and 30 in English participated. Results showed a significant difference between pre-test and post-test scores, indicating the e-content was effective. There was also a substantial positive relationship found between achievement and self-regulated learning. The study concluded the e-content module improved achievement and self-regulated learning is important for prospective teachers.
K to 12 Grading Sheet Deped Order No. 8 S. 2015 PPT presentationChuckry Maunes
Download Link Found Here
https://teachingtools-stuff.blogspot.com/2017/02/k-to-12-grading-sheet-deped-order-no.html
For the Grading Sheet Spreadsheet
http://www.slideshare.net/chuckrymaunes5/k-to-12-grading-sheet-based-on-deped-order-no-8-series-of-2015
Post-active Phase of Teaching and Learners’ Evaluation
a) Teacher roles and functions in the post-active phase: evaluation of pupil learning, evaluation
b) Generating feedback on all three phases of teaching
c) Reflection and appraisal for professional development in teaching: self-reflection, observation and feedback by peers
d) Analysis of teaching using different media, appraisal by students
AbstractStudent motivation holds a key in educational reforms in.docxransayo
Abstract
Student motivation holds a key in educational reforms in South Korea and Saudi Arabia. Motivating students to perform well in school requires knowledge of internal and external factors within the educational system. This research used a review of literature and explored both intrinsic and extrinsic factors in students, in teachers, and in the school systems, comparing student motivation in South Korea and Saudi Arabian schools. The analysis indicated that South Korean schools performed better than Saudi Arabian schools in academics. Both nations maintain advanced school facilities with similar systems, yet in the research one major discrepancy in academic performance emerged and showed differences in student motivation. For Saudi Arabian schools to improve student motivation, recommendations include observing motivating factors used in South Korea where emphasis is placed on the student’s learning and student involvement.
Keyword: student’s motivation, classrooms, schools, internal factors, external factors, teachers.
Comparing Internal and External Factors of Student Motivation
in Saudi Arabian and South Korean Schools
Motivation is a unique phenomenon. Merriam Webster online dictionary defines motivation as an influence that causes someone to do something. This definition does not deviate from how psychological scholars define motivation. In the wider field of psychology, studies indicate that there must be a force that drives somebody to behave in a particular way, especially when it comes to fulfilling personal goals (Oniyama & Oniyama, 2005). Student motivation is described as the ability to stimulate young academic learners to behave in a desirable way that favors quality outcomes. Student motivation enhances the productivity of students in academics and also in sports among other extracurricular activities (Christiana, 2009).
Without motivational factors within a school environment or any other organizational environment in general, productivity goes down. There are two types of motivation; extrinsic (external) motivation and intrinsic (internal) motivation (Christiana, 2009). Analysts sometimes refer to intrinsic motivation as self-motivation, propelled by the need to fulfill personal desires. These aspects are relevant in promoting student motivation. Internal and external factors have to be put into perspective to achieve the full package of the intended results.
This study expounded on student motivation, an aspect that is not limited by geographical boundaries but rather it affects students worldwide. Regardless of racial, social,or economic reasons people are different; motivational force is what determines how students tend to perform in school (Tiwari, Tiwari,& Sharma, 2014). What stimulates students to perform in a particular way is a set of standards. The include simple aspects such as effectiveness of the classroom environment. Education requires enough resources for the students and teachers included.
Using Traditional Assessment in the Foreign Language Teaching Advantages and ...YogeshIJTSRD
The article seeks to compare traditional assessment procedures such as multiple choice tests with performance or alternative assessments. The descriptive analysis method was used to express the effectiveness of traditional assessment and its advantages, limitations as well. The assessment types and statements by researchers, and controversial questions are analyzed and compared. The article describes some essential issues of using traditional and authentic assessment types. Furthermore, the article suggests some ways and techniques of using other type of assessment that can be effective in the foreign language teaching process. The author concludes that the types of assessment should be selected according to the content of the program and should be content related. Urazbaeva Dilbar Turdibaevna "Using Traditional Assessment in the Foreign Language Teaching: Advantages and Limitations" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd39858.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/39858/using-traditional-assessment-in-the-foreign-language-teaching-advantages-and-limitations/urazbaeva-dilbar-turdibaevna
This document discusses different approaches to classroom assessment, including assessment for learning, self-assessment, peer assessment, dynamic assessment, and the link between assessment and theories of second language acquisition. It provides details on key aspects of each approach, such as the benefits of formative feedback and longer wait times in assessment for learning. Dynamic assessment is discussed as being interactionist and focused on mediated learning experiences to help students progress to the next stage. Issues around subjectivity in self-assessment and the need for training students are also summarized.
Similar to Influence of Assessment Process on Students Higher Order Learning in Science Subjects in Bangladesh (20)
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Does Goods and Services Tax (GST) Leads to Indian Economic Development?iosrjce
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There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
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Leveraging Generative AI to Drive Nonprofit Innovation
Influence of Assessment Process on Students Higher Order Learning in Science Subjects in Bangladesh
1. IOSR Journal of Research & Method in Education (IOSR-JRME)
e-ISSN: 2320–7388,p-ISSN: 2320–737X Volume 5, Issue 6 Ver. I (Nov. - Dec. 2015), PP 41-51
www.iosrjournals.org
DOI: 10.9790/7388-05614151 www.iosrjournals.org 41 | Page
Influence of Assessment Process on Students Higher Order
Learning in Science Subjects in Bangladesh
Md. Solaiman Jony
Teaching and Learning Centre, BRAC University, Bangladesh
Abstract: The study is an attempt to find out the influence of assessment process on students higher order
learning in science subjects in Bangladesh. The main objectives of the study are: (i) to identify the nature of the
question items of science subjects, (ii) to examine what kind of learning is influenced by the question items, and
(iii) to identify the role of science exams on students higher order learning. Findings of the study showed that,
majority of the science question items are mostly knowledge based. The nature of the items mainly demanded
the memorizing ability of the learners and it can be said that simple learning or straightforward learning skills
like memorizing is influenced heavily by the question items. It is also found unlikely but truly that; the question
items do not play any significant role on students higher order learning. The foregoing discussions suggest that
the nature of the assessment process used at the examinations make a bad or negative impact on students
learning. Therefore, the nature of the question items of the science examination should be changed for
influencing the students higher order learning and it should cover all the sub-domain of the cognitive domain of
learning. The items should be designed in such a way that it encourages the students for self-thinking.
Keywords: Assessment, Assessment and learning, higher order learning, Influence of assessment on learning,
Relation of Assessment and Learning.
I. Introduction
The main objective of an educational system is to judge the learning of the students that is related
directly to the teaching-learning process, curriculum development and other related areas. The curriculum
includes assessment techniques so that students learning progressions can be measured. There is a strong
relation between assessment and students learning. Assessment helps to reshape and direct contents, process and
quality of learning. It works as a driven force for education. Assessment indicates students‟ competence for
further education. The assessment and students learning has a strong connection which is established by various
research works. Assessment process determines what the students are going to learn. In Bangladesh the relation
of assessment and students learning has not been given the most priority. Students of our country are still
nervous about the traditional assessment system. Moreover, teachers and parents of the students want their child
to get good marks in the examinations as it appears as a symbol of brilliance of the students. As a result students
are more focused to get good score in the examination rather than learning the content appropriately. It involves
the students in such kind of learning process which will take less time to prepare for the exam and give them
security of getting good marks.
Researcher shown that students who want to make sure about getting good marks in the exams are
often engaged in memorizing the content of the text or note supplied by some sources like teacher, coaching
center and guide book. In fact, the nature of the assessment system helps the students to do this kind of poor
quality learning that is just memorizing the content. However, it is understood very easily that how the students
learning is influenced by the assessment. Therefore, it should be the first work to reassess the assessment system
for improving students learning and include some issues related with assessment and learning such as; in what
kind of learning the students are involved by the current assessment system, what kind of learning is encouraged
by the assessment, what type of assessment techniques should be introduced to promote higher order learning.
1.1 Learning
In simple, by the word learning we understand the process in which students are involved for fulfilling
the need of knowledge and skills. However, according to Bloom learning does not mean simply knowing
something. Learning involves acquiring knowledge and skills as well as the ability to apply the knowledge
properly. In the fields of neuropsychology, personal development and education; learning is one of the most
important mental function of humans, animals and artificial cognitive systems. It relies on the acquisition of
different types of knowledge supported by perceived information. It leads to the development of new capacities,
skills, values, understanding, and preferences. Its goal is the increasing of individual and group experience.
Learning functions can be performed by different brain learning processes, which depend on the mental
capacities, the type of knowledge which has to be acquitted, as well as on socio-cognitive and environmental
circumstances. Learning ranges from simple forms of learning such as habituation and classical conditioning
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seen in many animal species, to more complex activities such as play, seen only in relatively intelligent animals
and humans. Therefore, in general, learning can be conscious and not conscious.
1.2 Higher order learning
Benjamin Bloom led a group of educational psychologists in classifying levels of intellectual behavior
within learning environments. Known as Bloom‟s Taxonomy, this hierarchy identifies six levels within the
cognitive domain. The lowest level is simple recall or recognition of facts. The categories represent increasing
complexity and abstraction, with the highest level being evaluation.
Begum, et al (2007) refers that, higher order learning engages students in the process of transformation
of the information and ideas into synthesizing, explaining, generalizing or making decision. Learning which
need critical and creative thinking called higher order learning skills.
1.3 Assessment
In general, judging the learning outcomes of the students is known as assessment. Assessment is the
process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs. According to R. J.
Dietel (cited in Ahmed, 2002; p.5) assessment may be defined as “any method used to better understand the
current knowledge that a student possesses.” Assessment may affect decisions about grades, advancement,
placement, instructional needs and curriculum.
There are different techniques of assessment through which the learning of the students can be
measured. In Bangladesh, examination is the most using technique and taken in the form of written, practical
and viva. There are two main public examinations in Bangladesh through, which the learning of the students are
measured after a certain period. These two exams are (i) the secondary school certificate examination (SSC) and
(ii) the higher secondary certificate examination (HSC). For assessing students learning achievement, these
exams play a significant role.
1.4 Connection between assessment and learning
Assessment is a much more comprehensive and inclusive term than measurement or testing. The term
measurement is limited to quantitative descriptions of students; that is the results of measurement are always
expressed in numbers. It does not include qualitative description. Assessment on the other hand may include
both quantitative and qualitative descriptions of students. In addition, assessment always includes value
judgments concerning the desirability of the results (Linn & Gronlund, 2005; p.49).
Researcher engaged in studies of students learning have observed that assessment influence students
learning most rather than the teaching. Students engaged in learning is largely motivated by the assessment
system they are involved (Begum, et al, 2007). Different research shows that, there is a strong connection of
learning and assessment. According to Gipps, subject matters presented in teaching is determined by assessment
system. That is why students learning are also heavily dependent on assessment system and it plays an important
role in students learning. (Begum, et al, 2007)
Holt and Willard-Holt (2000) emphasize the concept of dynamic assessment, which is a way of
assessing the true potential of learners that differs significantly from conventional tests. Here the essentially
interactive nature of learning is extended to the process of assessment. Rather than viewing assessment as a
process carried out by one person, such as an instructor, it is seen as a two-way process involving interaction
between both instructor and learner. The role of the assessor becomes one of entering into dialogue with the
persons being assessed to find out their current level of performance on any task and sharing with them possible
ways in which that performance might be improved on a subsequent occasion. Thus, assessment and learning
are seen as inextricably linked and not separate processes.
According to this viewpoint, instructors should see assessment as a continuous and interactive process
that measures the achievement of the learner and the quality of the learning experience. The feedback created by
the assessment process serves as a direct foundation for further development. The assessing process influences
the students strongly to which kind of learning should be given priority. Therefore, if the nature of the assessing
process is explored it can be detected very easily that which kind of learning is influenced.
1.5 Objectives of the Study
The main objective of the study is to find out the influences of assessment process on students higher
order learning in science subjects.
The following are the key questions of the study:
i. What is the nature of science question items?
ii. What kind of learning is influenced by the question items?
iii. How much effective the exams are in achieving the defined learning outcomes?
iv. What kind of role is played by the science exams on students higher order learning?
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II. Methodology
The methodology of the study is described through: (a) study nature, (b) study areas, (c) the sampling
design, (d) respondents, (e) tools of data collection and (f) data analysis. These are spelled out in the following
sections.
2.1 Study nature
The study is descriptive in nature based on both qualitative and quantitative approach of research. Data
and evidence have been gathered from a range of sources using a combination of different data generating
instruments and strategies. Both primary and secondary sources have been chosen for collecting necessary data.
2.2 Study area
The study has been confined to the capital only. It has included the secondary schools and colleges.
The respondents of the study were: (i) students of grade XI-XII, (ii) students of grade X, (iii) teachers, (iv)
education experts.
2.3 The sampling design
In order to select the sample of schools and colleges, a list of schools and colleges were collected.
Within the schools and colleges, teachers and students have been selected following simple random sampling.
Education specialists have been selected following purposive sampling. Samples of 5 secondary schools and 5
colleges have been chosen purposefully from capital city. The numbers of schools and colleges have been
chosen based on the result criterion and availability of time and financial support.
2.4 Respondents
2.4.1. Teachers: Teachers view about curriculums reflection on SSC question items, nature of the SSC
question items, what kind of learning is achieved by the students, how much learning outcome is achieved, how
much effective the content of the exam is, the role of the content in students higher order learning and so many
related things are very much necessary. Therefore, teachers are important source of information for the study.
Total number of 15 teachers, 3 from each school has been selected randomly for collecting information.
2.4.2. Students: From each school 10 students of grade X have been selected by following simple
random sampling to collect their views about the examination system and its effectiveness on their learning.
Similarly, from the selected colleges a total number of 50 students of grade XI-XII have been chosen. The
college students have been chosen because they have already taken part in the exam and they can give a clear
view of the effect of the examination and assessment system they faced and the influence of the exam on their
further learning. The students have represented both boys and girls. In total, a sample of 100 students has been
selected.
2.4.3. Education experts: Education experts view about curriculums reflection on SSC question items,
nature of the SSC question items, what kind of learning is achieved by the students, how much learning outcome
is achieved, how much effective the content of exam is, the role of the content in students higher order learning
are very important and relevant for this particular study. Therefore, they are important source of information for
the study. A total number of 4 education experts have been selected purposively for collecting necessary
information.
2.5 Data collection techniques
In order to maintain the validity of data, triangulation techniques have been employed for collecting
evidence and information. For the study, two types of data generating instruments have been used. The purpose
and development procedures of the tools are described below:
2.5.1 Interview schedule: A semi structured interview schedule (with open and close ended questions)
for class teachers and education experts has been developed to know their perception and view about the nature
and content validity of science exams and the effect of the exams on students higher order learning. A draft
interview schedule has been administered on a small group of respondents. After reviewing the trialed
questionnaire, the final version has been prepared for administering on the selected samples.
2.5.2 Questionnaire: A semi structured questionnaire (with open and close ended questions) has been
developed for the students. The purpose is to gain insights and feelings of the respondents about the exams and
their learning. The daft questionnaire has been tried out on a group of respondents before collecting data.
2.6 Data Analysis
Data from questionnaire and interview schedule have been presented in both quantitative and narrative
form. The quantitative data have been shown in terms of percentages of total response. In analyzing the
qualitative data and evidence obtained from interview and questionnaire a descriptive approach has been used.
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Different themes emerged from the data related to students learning, higher order learning, the nature of items
used in the SSC science examination and their role on students learning have been identified and data have been
analyzed under each theme.
III. Finding of the Study
By and large it is found that the science exams are mostly dominated by knowledge based and lower
order learning based questions. It refers that; students can answer the maximum number of question by
memorizing which does not fulfill the objectives of learning. Even for subjects like science; students memorize
different formulas, concepts and skills where they ought to understand the concepts of complex things and
realize the relationship of the facts and draw conclusion from experiment and like so many. In learning science,
students need higher order or complex cognitive abilities. As the assessment process of science demand
straightforward learning from the students so the students are not encourage to develop their higher order
learning skills.
For higher order learning students have to understand the matter and apply it properly where needed.
The items must have the ability to judge students higher order cognitive ability like: understanding, application,
analysis, synthesis and evaluation along with psychomotor ability. There are few items in the test materials
which encourage the students to get them involved in synthesizing and evaluating or creating activities. Some
test items have appeared as fully or partially related to the learning skills like understanding and analyzing. But
the fact is that, the prescribed textbook or guide book for these subjects already contains the answers. As a
result, the students can memorize the answers from the text before the exams.
A total number of 96; SSC candidates (50) and SSC passed (46) students were answering the
questionnaire. The required evidence and information about learning, higher order learning, the nature of the
SSC science questions, the kind of learning influenced by the questions, the effect of SSC science questions in
higher order learning and so on were collected through the questionnaire. The following section shows students
view on different issues.
3.1 Students conception about learning
Majority of the students (57.29%) (N55) concept about learning is that learning means application of
the knowledge they have learned. Some of them (16.66%) (N16) said learning is, understanding the text and
some (15.62%) (N15) think understanding their teacher is learning. To a few number of them (12.50%) (N12),
learning is change in their behavior and few (7.29%) (N7) thinks memorization means learning. But the students
who think memorization is learning answer the other options also.
3.2 Students conception about higher order learning
Half numbers (50%) (N48) of students think that application ability of the achieved knowledge and
skill to solve a problem is higher order learning and almost half (46.87%) (N45) answer that higher order
learning means analyzes new problems with the help of previous knowledge. Some students (23.95%) (N23)
said higher order learning means understanding a topic by reading and then write in own word. [Fig: 1]
Fig-1: Students conception about higher order learning
3.3 Students conception about when their higher order learning happens
Majority of the students (60.41%) (N58) answer that if they are able to solve a problem with the help of
previous knowledge then their higher order learning happens, some (44.79%) (N43) thinks if they are able to
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Students conception about higher order learning
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analyze problems then their higher order learning is complete. A very few of them (19.79%) (N19) thinks their
higher order learning happens if they are able to answer in own words by reading the text.
3.4 Purpose of passing the examination
According to the students, a huge number of the students (92.70%) (N89) purpose of passing the
examination is to get admission in a good institution in future. A large number (81.25%) (N78) of them replied
their purpose is to get good grades. A good number of students (36.45%) (N35) wants to pass the exams for
their self-satisfaction. Some students also wanted to satisfy their parents (23.95%) (N23) and teachers (13.54%)
(N13).
3.5 Reasons behind the learning according to the students
From the answer of the students it has been found that students have some common reason behind their
learning. The students answered through the questionnaire informed that the reasons behind their learning are:
(i) getting good grade or marks in the examination, (ii) students want to admit in a good institution and to admit
themselves they need to show the institute good results, (iii) students want to do some good jobs in the future
and for good jobs they need good results, (iv) students want to earn social honor for their parents and also for
themselves. To ensure the social prestige of their parents and themselves they want good result in the
examination and that enforce them to the learning.
Without these common reasons the students also mentioned some reasons behind their learning which
are (i) students do have competition with their classmates and they want to overcome one another in the
examination. That act as a strong force for them for learning. (ii) Some students want to increase their
knowledge so that they can cope with the modern world and the society. This also encourages the students
learning.
3.6 Types of learning encourage by the science content according to the students
Most (51.04%) (N49) of the student answered that science content encourages them to memorization.
Some of them (29.16%) (N28) said understanding ability of learning is encouraged and some (26.04%) (N25)
think application ability is encouraged. A very few students (17.70%) (N17) answered that the science content
encourages their analytical ability.
3.7 How the students learn the science content
Most of the students replied that they learn the science content by memorizing from the text (47.91%)
(N46), from the teachers note (39.58%) (N38), from the guide book (25%) (N24) and from the note supplied by
the coaching center (32.29%) (N31). Some students also learn the science by acquiring the skills to solve
problem (27.08%) (N26) and to analyze and explain a matter (21.87%) (N21). Few of them (28.12%) (N27)
answered they learn the science by understanding the theme from the content of the text.
3.8 Types of learning influenced by the question paper
Above half number (61.45%) (N59) of the student thinks the question paper influences them for total
memorization or recalling. A good number of them (36.45%) (N35) said understanding and application ability is
influencing and a number of them (21.87%) (N21) replied solving new problem on the basis of the achieved
knowledge is influencing. [Fig: 2]
Fig-2: Types of learning influenced by the question paper
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3.9 How students take preparation for the science examination
Most of the students (75%) (N72) take preparation for the science examination by memorizing from the
text, some (35.41%) (N34) memorize teachers note and some students (14.58%) (N14) takes preparation from
the text. A few of them (17.70%) (N17) takes preparation by using the existing knowledge to analyze and solve
new problem.
3.10 Students opinion about how they get more marks in the science exams
Most of the students think that if they answer the science questions according to the text they get good
marks in the examination. In the examination the students have to answer a lot of question which are taken from
the text and to ensure good marks the students have to answer the entire question in limited time. In the time of
assessment the teachers also feel bored to check the whole answer script through reading. Then the teacher tries
to find that whether the student follow answer of the text book or not, and gives marks to them. So the students
who want to secure good marks anyhow try to follow the answer given in the text. Some students also think
oppositely that if they follow something different from the text it helps them to get good marks in the science
exams. The students think that if they answer differently from the answer given in the text it will impress their
teacher and then they will get more marks than the others.
3.11 Role of the science question items on students learning
The students have some common feelings and thoughts about the role of the science question items on
their learning. The students expressed their feelings in two steps about the science question items: (i) the current
role of the science question items on students learning that means what kind of learning is encourage by the
question items and (ii) the role of the science question items on students‟ further learning or higher order
learning.
Most of the students answered that the current role of the question items on their learning is that, the
question items are making them more courageous for memorizing the answer from the text and deliver it in the
time of the examination. The students mentioned that the items of the science examination are repeated in every
year and most of the items are taken directly from the text or exercise given in the text. So it is easier for them to
find out the answers of these questions easily from the text and then memorize the answers. The students also
said that they want to get good marks in the exams in easiest way which is one of the main reasons of their
learning. In the science exams the students get the chance to predict the question and as a result they memorize
the answer of those questions which gives them security of the marks but not developing any kind of learning
skills.
Some students answered that the role of the science exams question items are very much helpful for
their learning and it is making their learning meaningful. These students give some reasons for this which is: the
question items are including the understanding and application ability along with knowledge based and
analytical ability. According to those students it helps them to shape their complete learning which will help
them in future. But the numbers of these students are very low compare to the total student number.
The students who thinks that the items of the science question is influencing them towards
memorization also thinks that the items are not helpful for students higher order learning as the items does not
include any higher order learning skills. The answers of these items can be given easily by memorizing. For
higher order learning skills students need to understand a context, analyze the content and apply proper solution
to any problem. But to answer the question items students need not to achieve either of these skills except
memorizing. The question items do include some items demanding some understanding, application and
analytical ability from the students but the students need not to apply the higher order skills as they can find the
answer in the text and memorize the answer.
The analysis of the teachers thought about students learning, higher order learning, nature of the
science questions used at SSC and the effect of these questions on students learning are presented below.
3.12 Teachers conception about students learning
Majority of the teachers (60%) (N9) conception about student learning is the application ability of the
students what they have learned. Other teachers (40%) (N6) think students learning are the ability of analyzing
the content. A good number of teachers (46.66%) (N7) belief that students learning means change in their
behavior due to some reason. Some (26.66%) (N4) teachers also thinks that students learning also include the
understanding ability and explain the topic in own words and some teacher (20%) (N3) thinks students learning
is the memorization ability.
3.13 Teachers concept about students higher order learning
Almost all of the teachers (86.66%) (N13) think that application ability of the students based on their
knowledge can be considered as higher order learning. Some of them (40%) (N6) said higher order learning
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understands a matter and then explain it. None of the teacher said that student‟s higher order learning means just
knowing the content.
3.14 Teachers opinion about how the students learn
Most of the teacher (60%) (N9) replied that students learn something by memorization and a good
number of them (53.33%) (N8) think students can learn by discussing any matter with their class mates. Some
teachers think students learn by reading the text (20%) (N3) and by thinking themselves (20%) (N3). A few of
the teacher (13.33%) (N2) thinks students learn by getting help from the coaching center and house tutor.
3.15 Teachers opinion about the process which makes students learning effective
Majority of the teacher (73.33%) (N11) thinks that if the students are able to solve a problem with the
help of achieved knowledge and skills it makes their learning effective. Some (40%) (N6) teachers think that,
students learning are effective when they are able to explain anything with logic and few (26.66%) (N4) thinks
if the students are able to understand something and then able to answer in own words. Only 2 of the teacher
(13.33%) thinks if the students can remember the content it will make effective learning, but they also
mentioned the ability of solving a problem with the help of knowledge and skills.
3.16 The reasons working as a factor for students learning
According to the teachers there are some common reasons working as a factor for students learning.
The reasons which encourage the students for their learning are: (i) making secure for getting good marks in the
examination, (ii) the need and expectations of their parents and teachers which work as a force on them to make
them bound for their learning, (iii) students want to get themselves admitted in a supreme educational institution
in the future and for admission in a good institution they need good marks or grade which is another common
reason behind their learning, and (iv) students want to get rid from the social pressure created for them if they
are not been able to succeed in the exams. So they want to pass the exam in the easiest way and want to secure
their position in the society. Students also want to get a good job after completion of their study. They think
without good marks or good result it would not be possible for them to get a good job. That also works as a
factor for their learning mentioned by the interviewed teachers.
3.17 Teachers thought about assessing a student
Majority of the teacher (80%) (N12) thinks that the purpose of assessing a student is to promote into
the next class or stage and to judge a student‟s achievement. A good number of them (73.33%) (N11) think that
the purpose is to identify the number of pass or fail, some teachers (53.33%) (N8) answers that they want to
compare the students with each other and some (46.66%) (N7) thinks that the purpose of assessing students is to
help their learning. A few (26.66%) (N4) mentioned about giving feedback to the students.
3.18 How do the assessment techniques influence students learning?
The teachers that had been interviewed think that assessment has a great influence on students learning.
They think assessment is the most important part of teaching learning activities. According to the teachers the
assessment techniques and assessment process gives a guideline to the students to shape their learning. The
students can know their learning status through the assessment and then they can take decisions on how to
improve their learning and do better. By the assessment students are informed about their present condition of
learning and on which point they need to improve and give preference. If the assessment process include the
techniques to judge the students various learning skills like thinking ability, application ability, analytical ability
and others higher order learning ability then the students are interested to achieved these skills and that helps
them to format their learning.
Again if the assessment technique only includes some routine ability likes memorization ability or
recalling ability then the students will be interested to achieve only that kind of learning skill. Because the main
target of a student is to get good marks in the examination and for ensuring the good marks students want to
make preparation according to the assessment style and techniques used in the examination. So ultimately
students are influenced by the assessment to select the type of learning.
3.19 How the students take preparation for the examinations
According to the teachers 86.66% (N13) of them think students take preparation for the examination by
memorizing the text. A number of them (73.33%) (N11) think students memorize the guide or note for taking
preparation for the exam. Very few of the teachers (20%) (N3) think students understand the content and few
(13.33%) (N2) thinks students take preparation by acquiring knowledge and skills.
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3.20 Teachers concept about how the students learn the science content
Almost all the teacher (93.33%) (N14) answered that students learn the science content by
memorization. Some also thinks students learn the science content by understanding (20%) (N3), by acquiring
the knowledge and skills to solve new problem (13.33%) (N2) and by acquiring analyzing skills (13.33%) (N2).
3.21 Type of question influential for students higher order learning
Most of the teacher (66.67%) (N10) commented that if students can answer the question by applying
their knowledge and skill it can be influential for their higher order learning. Some teacher (33.33%) (N5) think,
the question which makes students thinking is the one that influences higher order learning. Some (20%) (N3)
said answer of those questions which can be written from students‟ practical life is influential for higher order
learning. [Fig: 3]
Fig-3: Types of questions influential for students higher order learning
3.22 Types of learning encourage to the students by the science question paper:
A very large number of the teachers (80%) (N12) think the students are encouraged for memorizing the
text by the science question papers. Some teachers (66.67%) (N10) feel students are encouraged to memorize
the guide and note. Few of the teachers (20%) (N3) said the question paper encourage the students to understand
and write the answer in their own word. [Fig: 4]
Fig-4: Types of learning encourage to the students by the science question paper
3.23 Teachers view about the science examination and students higher order learning
Teachers thought that for learning science students need to develop their understanding ability,
analytical ability and application ability properly. Because the main objective of the science learning is to
develop the students higher order learning skills or critical thinking ability, and complex learning. Through the
examinations students are being tested whether they achieved these skills or not. So the examination specially
the question items and assessment process plays an important role for the students to achieve higher order
learning skills. In our country the examination of science subjects are totally knowledge based. It only asks the
students to memorize the answers from the text or other sources and deliver it at the time of the examination. It
basically encourages the students for straightforward and temporary learning. Most students of our country want
to do well in the examination without taking proper preparation. So they search for those types of questions
which can be memorized easily as memorization is the easiest way of preparation for the exam. Also there are a
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good number of items in the question paper of the examination which demand the same (recalling) from the
students. So if a student wants to get good grades or marks, he or she can just achieved this easiest learning skill
and do well in the exams.
In the question papers lots of items are taken directly either from the exercise of the text or from the
content of the text. As a result of that students have the chance to get familiar with the question items which also
leads their learning to memorization. The items of the question papers also repeated from the previous year
which makes it easy for the students to guess the items and prepare the answers by memorizing. The teachers
also mentioned that the question papers do have some items which demand some higher order learning skills but
those items are very low number compare to the total number of items. And without answering these items
students can still secure good marks in the examinations.
According to the teachers the question papers should include more of the higher order learning skill
related items which will test the students real learning rather than recalling or memorizing. The teachers think
that if the items are new and critical thinking related which demand the understanding, analyzing and
application, evaluating ability; it will help the students higher order learning.
3.24 Experts concept about Students learning
Students learning is not just recalling or memorizing or some particular skills like understanding ability
or analytical ability or presenting ability. Rather it is an integral combination of all the skills. For learning
students need memorizing ability though it is the base of all higher order learning like understanding,
application, analysis, synthesis and evaluation. Therefore, students learning mean acquiring all the higher order
learning skills including memorizing skills.
3.25 How students learning become effective
The experts think that students learning can be effective if they learn something and then able to
analyze it with logic, if the students are able to understand the topic and explain the topic with their own words
and if the students are able to solve new problem relating their old knowledge and learning experience. The
experts also think that if teachers encourage the students for their learning it could also make the students
learning effective.
3.26 Effect of the assessment on students learning according to the experts
According to the experts the assessment influences the students learning by introducing the learners or
the students to the assessment system. If the assessment system is knowledge based the students are encouraged
for recalling or memorizing. The assessment determines in which way the students learning should advance and
how. By the assessment tools and techniques the students get idea and direction which learning skill is wanted
from them and which one will give them the maximum benefit for the examination that is the marks.
3.27 How the question items should be?
In the opinion of the experts the question paper of the science subject should include all the sub-domain
of cognitive domain of learning that is knowledge, understanding, application, analysis, synthesis and
evaluation. For science subject the items should be taken from the knowledge (30%), understanding (20%),
application (20%) and the higher order learning skills: analysis, synthesis and evaluation or creation (30%).
[Fig: 5]
Fig-5: Nature of the question items for higher order learning
3.28 What kind of learning is influenced by the current question items?
The experts think that the current science questions using in the examinations do play role only for
students‟ lower level learning or root level learning as it is not covering all the sub-domain of cognitive domain.
As a result of that students are only guided to the direction of straight forwarding learning that is recalling the
30%
20%
20%
30%
Nature of the question for higher order learning according
to the experts
Knowledge
Understanding
Application
Analyze, Synthesis &
Evaluation
10. Influence of Assessment Process on Students Higher Order Learning in Science Subjects…
DOI: 10.9790/7388-05614151 www.iosrjournals.org 50 | Page
answer because the majority of the items are from the knowledge sub-domain. According to the experts the
current items of the science question paper do not encourage the students higher order learning. The cause is that
the majority of the items are knowledge based and the answers can be memorized earlier. Students can
memorize the answers and answer very easily without achieving the other skills. Even the mathematical items
are taken directly from the text and students memorize the answer. Besides the number of items which supposed
to judge the higher order learning skill of the students are very low.
IV. Conclusion
Examination is one of the important forms of assessment in students learning process. Students try to
do a good result through the exam. But the main focus of the exam is not having a good or excellent result by
the student. The objective of the process is to measure learning outcome of the students. Measure of learning
outcomes means not only the learning achieved through memorizing but also the learning which is called higher
order learning. According to Blooms domains of learning; analysis, synthesis and evaluation sub domains of
cognitive domain, affective and psychomotor domain are well known as higher order learning. Science subjects
are the most important subjects through which the higher order learning ability of students can be measured. The
objective of science subjects is to judge the understanding, application, analysis, synthesis and evaluation ability
of the students along with the knowledge so that it can have effect on students higher order learning.
In general, the items of the examination question paper ask from the students the answer of „what‟
rather than „why‟ or „how‟ (Ahmed, 2002). According to the Criteria the language of some question items
demanded some higher skills like understanding, application and analysis. So it may be assumed that these items
involve the students in critical thinking ability and application and analytical ability. But it has been found that
the students are actually encouraged and involved in memorizing the answers as the answers are given in the
text.
The nature of the question items is such type that it encourages the students to memorize the answer of
some previous selected and constructed items. Though there are some question demands some higher ability
than simple recalling but in reality the students do not get the chance to practice these abilities as they find it
easier to find and memorize the answer. From teachers, students and experts response it has been cleared that
science question items influence the students mainly for memorizing or recalling which represents the lowest
level of cognitive domain. The question papers are developed in such a way that students only practice their
knowledge ability for good result. It is also come out from the study that the science examination does not play
any role for significant higher order learning. The content or item of the exam is knowledge demanded and it
does not make the students to understand, apply and analyze or achieve other higher skills according to Bloom‟s
cognitive higher order learning.
From the study, it has been found that the current assessment process and the nature of the question
items do not influence the students learning to the direction of higher order. The items of the science
examinations are designed in such a way the students do not feel the need to achieve the higher order learning
skills. From the study it has also given a clear idea that the examination system only gives preference for good
marks rather than acquiring the higher order learning skills like analysis, synthesis and evaluation. By the
current assessment system students are more influenced to get good marks in the examination, which in fact
might not has any role on their learning except the lower order learning like memorizing. The test items need to
be like that in which the learners are not engaged in finding the answers from some source and memorized it.
The items should be designed in such a way that it encourages the students for self-thinking.
The study is an effort to make people understand the relationship between the examination and students
learning. Attempts have been taken to examine the assessing process of the science exams that are being used in
the examination. The study has also investigated the concept of teachers and students about the learning
influenced by the science exams and the role of these particular exams on students higher order learning. The
findings will give the relevant educators, teachers, parents, students and concerned authority a clear idea and
knowledge about what kind of learning is encourage by the exams and does it help the students higher order
learning. It would make them thinking alternatively about the exams nature, which might be helpful for students
higher order learning.
As this is a small-scale study and because time was limited, the researcher has selected only the capital
area to select samples of students and teachers from some selected schools and colleges. Students and teachers
of science group of secondary education have been selected for the study. Therefore, the Result of the study
would be restricted for the specific group rather than to a general group.
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