a comparative study of traditional and creative questions in ssc general science examination
TRANSCRIPT
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A Comparative Study of Traditional and
Creative Questions in SSC General
Science Examination
Suraya Yeasmin Jui
Email: [email protected]
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Aims and Context:
• Aim of education system
• Importance of public examination
• Limitation of traditional question
• Newly introduced assessment system
• Matter of interest
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Future Implications:
• Enhanced students learning
• Promote better assessment
• Assessing wider abilities
• Alternative ways
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Objective(s)
• Analyze traditional question papers in terms of
Bloom’s taxonomy.
• Analyze creative question papers in terms of
Bloom’s taxonomy.
• Compare traditional question papers and
creative question papers according to Bloom’s
taxonomy.
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Bloom’s Taxonomy:
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Domains of Educational Activity:
Cognitive Mental Skills (Knowledge)
Affective
Psychomotor
Emotional Areas (Attitude)
Manual or Physical Skills (Skills)
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Sub-domain of Cognitive
Domain
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Why Bloom’s Taxonomy?
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Why Bloom’s Taxonomy? (contd.)
• Worldwide acceptance
• Identify intellectual levels
• Essay to apply
• Valid assessment
• Appropriate instruction
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Research Methodology:
• Nature of the Study:
Quantitative (Documents Analysis)
• Data Gathering:
As Traditional
Question
As Creative
Question
SSC General Science
Question 2009 (all boards)
SSC General Science
Question 2013 (all boards)
Analyze and Compare According to
Bloom’s Taxonomy
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Data Analysis
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Distribution of Percentage of
Traditional Question
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Distribution of Percentage of
Creative Question
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Comparison Between Traditional
and Creative Question
Traditional Question Creative Question
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Findings
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In Traditional Question System....
• Insufficient item inclusion
• Dominating knowledge based question
• Most items from lower cognitive levels
• Helpless to measure higher order thinking skills
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In Creative Question....
• Insufficient item inclusion in all domain
• Not 100% blessed
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Has the world come to this
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Recommendations:
• Appropriate proportion
• Stress in MCQ item making
• Limiting use of Knowledge based item
• Increasing Analysis, Synthesis
and Evaluation type items
• High preference at Bloom’s Taxonomy
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Reference:
• Ahmed, S. S. (2002). The Effect of Public Examination on the Process of Students’
Learning. Unpublished Med thesis, Institute of Education and Research, University of
Dhaka.
• Bloom, B.S. (1956). Taxonomy of educational objectives - Handbook 1. Cognitive domain.
London: Longmans.
• Halim, A. M. and Hossain, M. E. (2009). Assessment of Mathematics Question Paper of
SSC Examination. NAEM Journal, 4(8), 97-104.
• Hossain, M. Z. (2009). Creative Questions: Validity and Reliability of Secondary School
Certificate Examination. Bangladesh Education Journal, 8(2), 31-41.
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Reference: (contd.)
• Karl O. Jones, Janice Harland, Juliet M.V. Reid and Rebecca Bartlett. (2009, October).
Relationship Between Examinations and Bloom’s Taxonomy . Paper presented at 39th
ASEE/IEEE Frontiers in Education Conference, San Antonio, TX.
• KARAMUSTAFAOĞLU,S. and SEVİM,S. (2003). Analysis of Turkish High-School
Chemistry-Examination Questions According to Bloom’s Taxonomy. Chemistry
Education: Research and Practice, 4(1), 25-30.
• Nitko, J. A. (1996). Educational Assessment of Students (2nd ed.). Ohio, New Jersey/
Columbus, Englewood cliff: Prentice Hall, Inc.
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