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/ http://journalarticle.ukm.my/13646/ http://journalarticle.ukm.my/13646/1/20859-89734-1-PB.pdf

id	ukm-13646
recordtype	eprints
spelling	ukm-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
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
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/ http://journalarticle.ukm.my/13646/ http://journalarticle.ukm.my/13646/1/20859-89734-1-PB.pdf
first_indexed	2023-09-18T20:05:19Z
last_indexed	2023-09-18T20:05:19Z
_version_	1777407119424749568

Perception and trends in assessment of students’ learning in physics courses

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