Scoring systems which allow for partial knowledge

Friel, Susan N.; Johnstone, A. H.

doi:10.1021/ed055p717

Cited by 13 publications

(7 citation statements)

References 3 publications

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“…Table 5 makes it known that the views of female students in the light of their entire experience towards their involvement in various activities of learning and assessment in school life are significantly better than the boy students, in experiments, nature of examination, discouragement of memorization, disliking of multiple-choice questions and reading reference books. The strong rejection of multiple-choice testing is consistent with the findings of Friel and Johnstone (1978a, 1978b, 1988. Enjoyment in laboratory classes is well known (Shah et al, 2006).…”

Section: Methods and Proceduressupporting

confidence: 87%

Exploring the Impact of Students School Life Experiences on their Conceptual Learning in Physics at Secondary Schools

Khan

Akhter

Khan

2018

GSSR

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The conceptual learning of the secondary level science students (N=1840) in the subject of physics assessed on the concept application ability test (CAAT) was low up to 33 %. Views of the same students about learning and assessment at the school investigated through questionnaire were considered as one of the possible factors affecting the conceptual learning of the students. Sample of the survey among the selective male and female Secondary school science students was chosen randomly through the Cluster sampling technique. Correlation and regression analysis were used to explore the relationships. The combined views of all students towards their entire learning and assessment experiences at school were highly satisfactory. A positive correlation was explored between students under consideration. Experiences and their score on the test (CAAT) and the multiple regressions predicted the concerning experiences of the students as a significantly contributing factor to their conceptual learning in terms of the application of physics concepts in problem situation and life.

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Section: Methods and Proceduressupporting

confidence: 87%

Exploring the Impact of Students School Life Experiences on their Conceptual Learning in Physics at Secondary Schools

Khan

Akhter

Khan

2018

GSSR

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“…All questions used a partial credit multiple‐choice format (Reid, 2006), giving some credit for both selecting the correct response as well as for correctly indicating one or more incorrect responses. This approach gives a more accurate representation of student knowledge than conventional multiple‐choice questions (Friel & Johnstone, 1978).…”

Section: Methodsmentioning

confidence: 99%

Comparable outcomes in studio vs. traditional delivery of an introductory soil science course

Rees

Winberry

2020

Natural Sciences Education

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Studio‐style course delivery involves the integration of laboratory activities with lecture elements of the course, with the goal of increasing student learning and satisfaction through directly linking laboratory and lecture concepts while focusing on active learning. In order to evaluate the effectiveness of studio delivery of an introductory soil science class at California Polytechnic State University, we first redesigned the course to integrate appropriate technology and to align lectures with laboratory activities. We then offered multiple test sections of the course, including concurrent studio and traditional lecture/laboratory sections taught by the same instructor using the same materials and activities. Student learning was measured at the end of the course with exam questions, including sets with or without direct connection to laboratory activities. Student attitudes were evaluated with a survey. Few significant differences were found between studio and traditional sections, gender, grade point average, or major. Some students seemed to struggle with the extended time commitment for each meeting of the studio‐style section, but overall, results were very positive for both styles of delivery. Careful design and delivery of the course, including aligning lecture and laboratory materials and incorporating active‐learning strategies, resulted in a high degree of satisfaction with the course, with or without integration of the laboratory and lecture components.

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“…Johnstone also made very large contributions in the areas of assessment (Johnstone, McCarron, & Morrison, 1970) and attitude development (Hadden & Johnstone 1982;1983a;1983b). In his early work, he revealed major flaws in the use of multiple choice question formats (Friel & Johnstone 1978a;1978b;1979a;1979b;. He then introduced a new way to assess the development of conceptual understandings using an objective format (Bahar, Johnstone, & Hansell, 2000;Johnstone & Ambusaidi, 2000).…”

Section: Johnstone's Insightsmentioning

confidence: 99%