Trend exploration of the use of cognitive assessment techniques by high school science teachers

Abstract

This study aims to describe the frequency of use of cognitive assessment techniques based on the length of the teaching of high school science teachers. The length of teaching indicates experiences that support teacher professionalism. A survey method was conducted on eighteen teachers from three outstanding schools. The research sample was determined purposively. Data collection was carried out using questionnaires and data analysis using descriptive statistics. The results showed that the dominant assessment technique used by high school science teachers was the written test, which was an average of 32 times in one semester. The group of teachers with a teaching length of 11 to 20 years used a more diverse range of assessment techniques than groups with other teaching lengths. Descriptively, it can be said that the frequency of use of various cognitive assessment techniques is related to the length of teaching teachers with the tendency to use written tests. However, the conclusions of this study cannot be generalized. Therefore, further research is needed with a representative research sample on the same topic. Besides, teachers and/or researchers can also investigate the combination of using assessment techniques to increase the effectiveness and efficiency of science learning.