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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: Tadele, Kumneger, Sitotaw, Belay
Format: Article
Language:English
Published: Penerbit Universiti Kebangsaan Malaysia 2018
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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spelling my-ukm.journal.136462019-11-19T21:25:04Z http://journalarticle.ukm.my/13646/ Perception and trends in assessment of students’ learning in physics courses Tadele, Kumneger Sitotaw, Belay 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. Penerbit Universiti Kebangsaan Malaysia 2018-11 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/13646/1/20859-89734-1-PB.pdf Tadele, Kumneger and Sitotaw, Belay (2018) Perception and trends in assessment of students’ learning in physics courses. Jurnal Pendidikan Malaysia, 43 (2). pp. 91-99. ISSN 0126-6020 / 2180-0782 http://ejournal.ukm.my/jpend/issue/view/1124
institution Universiti Kebangsaan Malaysia
building Tun Sri Lanang Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Kebangsaan Malaysia
content_source UKM Journal Article Repository
url_provider http://journalarticle.ukm.my/
language English
description 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.
format Article
author Tadele, Kumneger
Sitotaw, Belay
spellingShingle Tadele, Kumneger
Sitotaw, Belay
Perception and trends in assessment of students’ learning in physics courses
author_facet Tadele, Kumneger
Sitotaw, Belay
author_sort Tadele, Kumneger
title Perception and trends in assessment of students’ learning in physics courses
title_short Perception and trends in assessment of students’ learning in physics courses
title_full Perception and trends in assessment of students’ learning in physics courses
title_fullStr Perception and trends in assessment of students’ learning in physics courses
title_full_unstemmed Perception and trends in assessment of students’ learning in physics courses
title_sort perception and trends in assessment of students’ learning in physics courses
publisher Penerbit Universiti Kebangsaan Malaysia
publishDate 2018
url http://journalarticle.ukm.my/13646/1/20859-89734-1-PB.pdf
http://journalarticle.ukm.my/13646/
http://ejournal.ukm.my/jpend/issue/view/1124
_version_ 1651868043677007872
score 13.211869

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