Monitoring and evaluating the process and results of chemistry teaching by different types of tests
Praćenje i procenjivanje procesa i rezultati nastave hemije kroz različite tipove testova
Abstract
The paper presents a number of different types of tests used for testing knowledge of chemistry as well the results of their administration in school. Tests differ in terms of the type of tasks: (a) a test containing traditional types of tasks (quoting, alternative choice, multiple choice pairing, ranking; (b) a test of demonstration experiments (perceiving and explaining of changes in experiments made by the teacher during testing) (c) a test consisting of experimental tasks (students make experiments by themselves during testing). The highest number of students (tested by traditional and experimental tasks tests) achieved the highest scores in tasks which required the definitions of concepts. The results obtained for other tasks show that knowledge of the majority of students is not at the understanding and application level. The results of tests with demonstration experiments showed that students perceive well the developing changes in the experiments, however, a great number of stu...dents can not explain these changes in terms of theoretical knowledge.
U radu smo prikazali nekoliko vrsta testova za proveru znanja hemije i dali rezultate njihove primene u osnovnoj školi. Testovi se razlikuju prema tipovima zadataka: (a) test sa klasičnim tipovima zadataka (navođenje alternativni izbor, višestruki izbor, sparivanje, rangiranje); (b) test sa demonstracionim ogledima (uočavanje i objašnjavanje promena u ogledima koje tokom testiranja demonstrira nastavnik); (v) test sa eksperimentalnim zadacima (u toku testiranja učenici samostalno izvode oglede). Najveći broj učenika (testiranih testovima sa klasičnim tipovima zadataka i sa eksperimentalnim zadacima) postigao je najbolji rezultat na zadacima u kojima se traži definisanje pojmova. Uspeh na ostalim zadacima pokazuje da znanje većine učenika nije na nivou razumevanja i primene. Rezultati testa sa demonstracionim ogledima pokazali su da učenici dobro zapažaju promene ispoljene u ogledima, ali veliki broj njih ne uspeva da na osnovu teorijskog znanja objasni te promene.
Keywords:
test / demonstration experiments / experimental tasks / chemistry teaching / test / demonstracioni ogledi / eksperimentalni zadaci / nastava hemijeSource:
Zbornik Instituta za pedagoška istraživanja, 1998, 30, 236-248Collections
Institution/Community
Hemijski fakultet / Faculty of ChemistryTY - JOUR AU - Trivić, Dragica AU - Lazarević-Bojović, Snežana D. PY - 1998 UR - https://cherry.chem.bg.ac.rs/handle/123456789/173 AB - The paper presents a number of different types of tests used for testing knowledge of chemistry as well the results of their administration in school. Tests differ in terms of the type of tasks: (a) a test containing traditional types of tasks (quoting, alternative choice, multiple choice pairing, ranking; (b) a test of demonstration experiments (perceiving and explaining of changes in experiments made by the teacher during testing) (c) a test consisting of experimental tasks (students make experiments by themselves during testing). The highest number of students (tested by traditional and experimental tasks tests) achieved the highest scores in tasks which required the definitions of concepts. The results obtained for other tasks show that knowledge of the majority of students is not at the understanding and application level. The results of tests with demonstration experiments showed that students perceive well the developing changes in the experiments, however, a great number of students can not explain these changes in terms of theoretical knowledge. AB - U radu smo prikazali nekoliko vrsta testova za proveru znanja hemije i dali rezultate njihove primene u osnovnoj školi. Testovi se razlikuju prema tipovima zadataka: (a) test sa klasičnim tipovima zadataka (navođenje alternativni izbor, višestruki izbor, sparivanje, rangiranje); (b) test sa demonstracionim ogledima (uočavanje i objašnjavanje promena u ogledima koje tokom testiranja demonstrira nastavnik); (v) test sa eksperimentalnim zadacima (u toku testiranja učenici samostalno izvode oglede). Najveći broj učenika (testiranih testovima sa klasičnim tipovima zadataka i sa eksperimentalnim zadacima) postigao je najbolji rezultat na zadacima u kojima se traži definisanje pojmova. Uspeh na ostalim zadacima pokazuje da znanje većine učenika nije na nivou razumevanja i primene. Rezultati testa sa demonstracionim ogledima pokazali su da učenici dobro zapažaju promene ispoljene u ogledima, ali veliki broj njih ne uspeva da na osnovu teorijskog znanja objasni te promene. T2 - Zbornik Instituta za pedagoška istraživanja T1 - Monitoring and evaluating the process and results of chemistry teaching by different types of tests T1 - Praćenje i procenjivanje procesa i rezultati nastave hemije kroz različite tipove testova IS - 30 SP - 236 EP - 248 UR - https://hdl.handle.net/21.15107/rcub_cherry_173 ER -
@article{ author = "Trivić, Dragica and Lazarević-Bojović, Snežana D.", year = "1998", abstract = "The paper presents a number of different types of tests used for testing knowledge of chemistry as well the results of their administration in school. Tests differ in terms of the type of tasks: (a) a test containing traditional types of tasks (quoting, alternative choice, multiple choice pairing, ranking; (b) a test of demonstration experiments (perceiving and explaining of changes in experiments made by the teacher during testing) (c) a test consisting of experimental tasks (students make experiments by themselves during testing). The highest number of students (tested by traditional and experimental tasks tests) achieved the highest scores in tasks which required the definitions of concepts. The results obtained for other tasks show that knowledge of the majority of students is not at the understanding and application level. The results of tests with demonstration experiments showed that students perceive well the developing changes in the experiments, however, a great number of students can not explain these changes in terms of theoretical knowledge., U radu smo prikazali nekoliko vrsta testova za proveru znanja hemije i dali rezultate njihove primene u osnovnoj školi. Testovi se razlikuju prema tipovima zadataka: (a) test sa klasičnim tipovima zadataka (navođenje alternativni izbor, višestruki izbor, sparivanje, rangiranje); (b) test sa demonstracionim ogledima (uočavanje i objašnjavanje promena u ogledima koje tokom testiranja demonstrira nastavnik); (v) test sa eksperimentalnim zadacima (u toku testiranja učenici samostalno izvode oglede). Najveći broj učenika (testiranih testovima sa klasičnim tipovima zadataka i sa eksperimentalnim zadacima) postigao je najbolji rezultat na zadacima u kojima se traži definisanje pojmova. Uspeh na ostalim zadacima pokazuje da znanje većine učenika nije na nivou razumevanja i primene. Rezultati testa sa demonstracionim ogledima pokazali su da učenici dobro zapažaju promene ispoljene u ogledima, ali veliki broj njih ne uspeva da na osnovu teorijskog znanja objasni te promene.", journal = "Zbornik Instituta za pedagoška istraživanja", title = "Monitoring and evaluating the process and results of chemistry teaching by different types of tests, Praćenje i procenjivanje procesa i rezultati nastave hemije kroz različite tipove testova", number = "30", pages = "236-248", url = "https://hdl.handle.net/21.15107/rcub_cherry_173" }
Trivić, D.,& Lazarević-Bojović, S. D.. (1998). Monitoring and evaluating the process and results of chemistry teaching by different types of tests. in Zbornik Instituta za pedagoška istraživanja(30), 236-248. https://hdl.handle.net/21.15107/rcub_cherry_173
Trivić D, Lazarević-Bojović SD. Monitoring and evaluating the process and results of chemistry teaching by different types of tests. in Zbornik Instituta za pedagoška istraživanja. 1998;(30):236-248. https://hdl.handle.net/21.15107/rcub_cherry_173 .
Trivić, Dragica, Lazarević-Bojović, Snežana D., "Monitoring and evaluating the process and results of chemistry teaching by different types of tests" in Zbornik Instituta za pedagoška istraživanja, no. 30 (1998):236-248, https://hdl.handle.net/21.15107/rcub_cherry_173 .