Evaluation of higher vs. lower-order cognitive skills-type examinations in chemistry: implications for university in-class assessment and examinations
Φόρτωση...
Ημερομηνία
Συγγραφείς
Tsaparlis, G.
Zoller, U.
Τίτλος Εφημερίδας
Περιοδικό ISSN
Τίτλος τόμου
Εκδότης
Royal Society of Chemistry
Περίληψη
Τύπος
Είδος δημοσίευσης σε συνέδριο
Είδος περιοδικού
peer reviewed
Είδος εκπαιδευτικού υλικού
Όνομα συνεδρίου
Όνομα περιοδικού
University Chemistry Education
Όνομα βιβλίου
Σειρά βιβλίου
Έκδοση βιβλίου
Συμπληρωματικός/δευτερεύων τίτλος
Περιγραφή
The absence of sufficient, convincing, research-based documentation is often quoted as an argument against any change in the currently dominant lower-order cognitive skills (LOCS)-type examinations. Our aim with this paper is the fostering of higher-order cognitive skills (HOCS) learning, based on three relevant research studies: two conducted in Greece, and one in Israel. A different pattern of students"™ performance was revealed on examination questions requiring HOCS compared with that on questions requiring LOCS. A high performance on the latter does not necessarily guarantee a high performance on the former, and the reverse may also be the case. A "�high-stake"™ examination, used for entry into higher education in Greece, was found to select the best LOCS-performing students! Alternative forms of examination, such as the "�take-home exam"™, proved to be useful mainly for the enhancement of university students"™ active participation in courses, their self-directed, independent study, and the cultivation of their HOCS through the inclusion of questions requiring HOCS, dealing with material not covered in class. In a related Israeli study, conducted within an introductory freshman general and inorganic chemistry course, it was found that, given a free choice between HOCS- and LOCS-type questions, the top performing students preferred to answer questions requiring LOCS, in spite of proclaiming their preference of those requiring HOCS.
Περιγραφή
Λέξεις-κλειδιά
Θεματική κατηγορία
Παραπομπή
Σύνδεσμος
http://www.rsc.org/images/vol_7_no2_tcm18-7045.pdf
Γλώσσα
en
Εκδίδον τμήμα/τομέας
Όνομα επιβλέποντος
Εξεταστική επιτροπή
Γενική Περιγραφή / Σχόλια
Ίδρυμα και Σχολή/Τμήμα του υποβάλλοντος
Πανεπιστήμιο Ιωαννίνων. Σχολή Θετικών Επιστημών. Τμήμα Χημείας