Perception and trends in assessment of students’ learning in physics courses
The decline in education quality, as it is measured based on the objectives and goals it intended to achieve which are set by the experts and policy makers, becomes a global challenge. Among the many factors that influence the education quality, assessment technique usually takes the front line. T...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2018
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| Online Access: | http://journalarticle.ukm.my/13646/1/20859-89734-1-PB.pdf http://journalarticle.ukm.my/13646/ http://ejournal.ukm.my/jpend/issue/view/1124 |
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| Summary: | The decline in education quality, as it is measured based on the objectives and goals it intended to achieve which are
set by the experts and policy makers, becomes a global challenge. Among the many factors that influence the education
quality, assessment technique usually takes the front line. This study investigates the teachers’ perception and trends on
different assessment techniques used to evaluate students’ learning in physics courses. It also examines the students’
perception towards different types of assessment techniques and questions. Systematic comparison of students’ result
scored for different types of questions in some assessments has also been employed to examine their achievement. In
addition to administering systematically developed questionnaires which involves both students and teachers, a close
and careful investigation of students’ result scored for different courses has been done. Comparative, descriptive and
quantitative methods have been used to present the obtained data. The study reveals that almost all physics teachers
involved in this study are well aware of different assessment techniques and question types, however, only one or few
types of assessment techniques and question types (mainly workout problems) are being used in most of the assessments
in physics courses. Most assessments in physics courses are not in line with the pedagogical science principles and
can only measure the lower thinking skill of Bloom’s taxonomy structure. Negligence and lack of experience, to some
extent, are believed to hamper the efficacy of assessment in improving education quality. |
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