Evaluation of higher vs. lower-order cognitive skills-type examinations in chemistry: implications for university in-class assessment and examinations
| dc.contributor.author | Tsaparlis, G. | en |
| dc.contributor.author | Zoller, U. | en |
| dc.date.accessioned | 2015-11-24T16:58:04Z | |
| dc.date.available | 2015-11-24T16:58:04Z | |
| dc.identifier.uri | https://olympias.lib.uoi.gr/jspui/handle/123456789/10651 | |
| dc.rights | Default Licence | - |
| dc.title | Evaluation of higher vs. lower-order cognitive skills-type examinations in chemistry: implications for university in-class assessment and examinations | en |
| heal.abstract | 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. | en |
| heal.access | campus | - |
| heal.fullTextAvailability | TRUE | - |
| heal.identifier.secondary | http://www.rsc.org/images/vol_7_no2_tcm18-7045.pdf | - |
| heal.journalName | University Chemistry Education | en |
| heal.journalType | peer reviewed | - |
| heal.language | en | - |
| heal.publicationDate | 2003 | - |
| heal.publisher | Royal Society of Chemistry | en |
| heal.recordProvider | Πανεπιστήμιο Ιωαννίνων. Σχολή Θετικών Επιστημών. Τμήμα Χημείας | el |
| heal.type | journalArticle | - |
| heal.type.el | Άρθρο Περιοδικού | el |
| heal.type.en | Journal article | en |
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