Analysis of Finnish chemistry Matriculation Examination questions according to Cognitive Complexity

Abstract

IntroductionAssessment lies at the heart of the chemistry education. As is well known, teachers teach and students study towards success in tests (e.g. Tamir, 2003). Thus, assessment points to what is considered relevant and ignores what is perceived to be unimportant (Doran, Lawrenz & Helgeson, 1994). Student assessment in chemistry education is often based on summative assessment. It's a predictive and comparable type of assessment that also gives an overview of students' previous learning obtained during an instructional unit (e.g. Black, 2004).In general, summative assessment is implemented at the end of an instructional unit to measure and document student achievement in proportion to other students' performances, or some predetermined instructional standards (e.g. Doran et al., 1994;McMillan, 2008). Various tests and examinations are typical summative assessment tools (McMillan, 2008). However, summative assessment may also include assessment of practical work (e.g. laboratory tasks), or different products (e.g. portfolios, research reports) (e.g. Miller, Linn & Gronlund, 2008). Greta Tikkanen analysed Finnish chemistry matriculation examination questions in her

Analisis Soal-Soal Olimpiade Sains Nasional (Osn) Sma/Ma Bidang Kimia Tahun 2012 Dan 2013 Berdasarkan Dimensi Proses Kognitif Dan Pengetahuan

“…Penelitian yang telah dilakukan oleh Satrisman [4] menunjukkan soal level ujian nasional kimia pada tahun 2013 menempati presentasi terbanyak pada kelompok kognitif rendah, sedangkan ujian nasional di Finland persentasi terbanyak ditempati oleh level kognitif tinggi [5]. Penelitian lain di bidang soal olimpiade rumpun IPA seperti IPhO (International Physic Olympad) menunjukkan kebanyak soal berada pada perhitungan matematik yang berhubungan dengan pengetahuhan prosedural [6].…”

“…Selain itu, dalam OSN ini pada setiap tahunnya tidak dicantumkan nama dari pembuat soal, juga tidak terdapatnya situs resmi yang bisa mengakses segala hal mengenai soal olimpiade tersebut, maka perlunya analisis terhadap soal-soal yang disajikan dalam olimpiade sains nasional ini. Pengelompokkan soal terhadap kognitif tinggi dan rendah dapat ditunjukkan pada analisis Taksonomi Bloom revisi [5], mengingat Taksonomi ini satu-satunya yang digunakan di Indonesia dan memilliki tingkat kepsefisikan yang baik dengan adanya dimensi proses kognitif dan pengetahuan.…”

“…Tabel.1 menunjukkan kompleksitas meningkatkat dari kiri ke kanan pada dimensi kognitif, dan pada dimensi pengetahuan menunjukkan dimulai dengan pengetahuan konkrit (factual) hingga abstrak (metacognitive) [5].…”

Development of multiple choice pictorial test for measuring the dimensions of knowledge

“…Assessment is a crucial step in determining whether a student has achieved the development of the concept of knowledge a high level or not [7]. Based on the views of constructivism, the assessment is a way to assess the cognitive abilities of high-level students as the ability to select and apply conceptual knowledge in solving the problems of everyday life [8].…”

“…Assessment is like the heart in chemical education 8 . In general, the goal of most assessment in science subjects is to recall (recall) facts, concepts, or a certain procedure that has been described previously [6].…”