Perception and Trends in Assessment of Students’ Learning in Physics Courses (Persepsi dan Trend Penaksiran Pembelajaran Pelajar dalam Kursus Fizik)

KUMNEGER TADELE, BELAY SITOTAW

Abstract


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.

Keywords: Physics, Learning, Assessment, Perception, Bloom’s Taxonomy

 

Kemerosotan kualiti pendidikan, seperti yang diukur berdasarkan objektif dan matlamat yang ingin dicapai oleh pakar dan pembuat dasar, menjadi cabaran global. Antara faktor yang mempengaruhi kualiti pendidikan, teknik penilaian biasanya adalah yang paling penting. Kajian ini menyiasat persepsi guru dan trend mengenai teknik penilaian yang digunakan untuk menilai pembelajaran pelajar dalam kursus fizik. Ia juga mengkaji persepsi pelajar terhadap pelbagai jenis teknik dan soalan penilaian. Perbandingan sistematik juga telah dibuat ke atas keputusan pelajar yang menjawab pelbagai jenis soalan dalam beberapa penilaian untuk mengkaji pencapaian mereka. Sebagai tambahan kepada memberikan soal selidik yang dibangunkan secara sistematik yang melibatkan kedua-dua pelajar dan guru, penyiasatan yang rapat dan teliti terhadap keputusan pelajar yang diperoleh untuk kursus yang berbeza telah dilakukan. Kaedah perbandingan, deskriptif dan kuantitatif telah digunakan untuk membentangkan data yang diperolehi. Kajian ini mendedahkan bahawa hampir semua guru fizik yang terlibat dalam kajian ini menyedari teknik penilaian dan jenis soalan yang berbeza, namun hanya satu atau beberapa jenis teknik penilaian dan jenis soalan (terutamanya masalah latihan) yang digunakan dalam kebanyakan penilaian dalam kursus fizik. Kebanyakan penilaian dalam kursus fizik tidak selaras dengan prinsip sains pedagogi dan hanya dapat mengukur kemahiran berfikir rendah dalam struktur taksonomi Blooms. Kecuaian dan kekurangan pengalaman, sedikit sebanyak, dipercayai menghalang keberkesanan penilaian dalam meningkatkan kualiti pendidikan.

Kata kunci: Fizik, pembelajaran, penilaian, persepsi, Taksonomi Bloom


Keywords


Physics, Learning, Assessment, Perception, Blooms Taxonomy

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DOI: http://dx.doi.org/10.17576/JPEN-2018-43.02-09

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ISSN 2180-0782 | eISSN: 2600-8823
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