Abstract
Creative question is generally considered as a tool to measure students’ various levels of learning. The study focused on exploring the present situation of General Science test items/creative questions in Bangladesh. This descriptive study was conducted using a concurrent triangulation research design. To conduct this study both quantitative and qualitative data were collected. 16 test of General Science test items/creative question papers of 2015 or 2016 were selected purposively as sample from all educational boards. 48 students were selected conveniently for interview from those who had been passed the SSC examination of 2015 or 2016. For collecting data from these sources test analysis protocol and interview protocol were used as research tools. Test analysis protocol was consisted of two criteria; wording criteria and practicing criteria. Selected test items were analysed based on these two criteria and Bloom’s cognitive domain. The study revealed that major test items were developed in a way which direct students towards lower level learning. Few test items were focused to students understanding, application and higher order learning. In practice, students were engaged to only memorization and understanding through SSC examination assessment. Few test items were devoted to application level learning of students. Higher order learning was totally ignored in SSC examination questions.
Highlights
Assessment is the central part of formal education
Data was collected from two sources; one source was public examination question papers and the other source was students who participated in the Secondary School Certificate (SSC) examinations held in 2015 and 2016
This study revealed that creative questions in general science are time consuming
Summary
Assessment is the central part of formal education. Assessment is a tool or method of obtaining information from tests or other sources about the achievement or abilities of individuals. According to Earl and Katz (2006), assessment is a mechanism for making decisions about future programs and providing information to parents about their children’s learning. Assessment allows one to collect and assess learning evidence which helps them to make judgements about learner’s achievement. The assessment result can be used by different people for different purposes. This indicates that assessment has a “direct relationship with students learning” (Begum, 2007)
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