Context-Based Testing as Assessment Tool in Chemistry Learning on University Level

Abstract

Testing as an assessment technique has been widely used at all levels of education—from primary to higher school. The main purpose of the paper is to evaluate the effect of context-based testing in teaching and learning of analytical chemistry in a Russian university. The paper formulates the objectives of context-based testing, discusses its features and compares with conventional testing; proposes a model of constructing and administering context-based testing; provides examples of context-based tests. The experiment was conducted at the Ural Sate University of Economics (Russia) with bachelor’s degree students with nonscience majors. Students were assigned to one of the experimental conditions: in the control group, traditional tests were carried out, while the experimental group students experienced context-based testing. The statistical data—students’ test scores—obtained at all stages of the experiment were analyzed on the basis of statistical criteria (Shapiro–Wilk, Student’s T, Fisher). The findings of our experiment enable us to answer the guided research questions. Context-based testing may be considered as an essential component of context-based teaching and learning. In comparison with conventional testing, context-based testing could impact developing knowledge of fundamental analytical chemistry concepts and contribute to more solid knowledge.

Design and Evaluation of an Innovative Pedagogical Strategy for Undergraduate Medical Students Learning Chemistry

“…In regards to CK, the dialogue between the two teachers, a chemist and a physician, permitted the design of significant contexts for each topic in the study plan, which is one of the key aspects for favoring both cognitive and affective aspects in the context-based learning approach. , For PCK, a type of knowledge necessary for teaching, each contributed his experience, acquired in professional practice, for finding different ways of representing and formulating the topics and contents, with the purpose of them being understood by the students. For the students who responded to the questionnaire on teaching performance, the CK and the PKC of the BCHS teachers were main aspects that helped them learn, and in the 2022 questionnaire, the participants identified the teaching resources and lecture classes in the coteaching modality as elements that significantly contributed to their learning.…”

“…31 Coinciding with these results, recent studies 39 conclude that inequality in basic chemistry courses diminishes with the introduction of the diversification of assessment processes. Furthermore, according to Bortnik el al., 40 context-based exams, such as those implemented in BCHS, favor the development of Higher Order Cognitive Skills (HOCS), improving students' academic outcomes.…”

Science teaching in BRICS: A systematic review of pedagogical approaches and challenges

“…Russia, as demonstrated in articles such as by Anokhin et al (2021) and Bortnik et al (2021), is distinct for its focus on learning and education issues. This could indicate challenges in the educational system, perhaps in curriculum structure or the broader learning environment.…”

Context-Based Chemistry Learning: A Systematic Literature Review

“…Context-based chemistry learning in relation to cognitive aspects, especially learning achievement, is able to facilitate students in mastering knowledge in connecting the concepts studied with various relevant contexts that exist in everyday life which include three chemical representations (triplet representations) in chemistry learning namely (macroscopic, submicroscopic, and symbolic). Furthermore, it can sharpen cognitive abilities and increase self-confidence (self-efficacy) in solving various problems (Majid & Rohaeti, 2018;Magwilang, 2016;Altundag, 2018;Vogelzang et al, 2019;Sevian et al, 2018;King & Ritchie, 2013;Bortnik et al, 2021;Pongchano et al, 2017;Baran & Sozbilir, 2018).…”