Developing a context-based assessment: Task characteristic facet

Abstract

The context-based learning (CBL) approach has been recommended by many chemistry educators to improve students’ engagement in the learning chemistry and the perceived chemistry relevance. The use of the context enables the student to apply the content knowledge and see the relevance of chemistry for many aspects of life. CBL is continually discussed by many experts around the world through various studies. The aim is CBL approach may perform better. The design of the context-based assessment affects the success of CBL. The current study highlights on the facet of task characteristics as a critical aspect in the processes of designing context-based assessment through chemistry text. Understanding the task characteristic facet may help the teacher to develop meaningful assessments for students, which may promote various skills in studying chemistry, such as HOTS and multiple representations skills.