Vpliv načinov zapisa nalog izbirnega tipa z enim in več pravilnimi odgovori na uspešnost reševanja nalog iz kemijskih vsebin v osnovni šoli

Hribar, Vesna (author), Devetak, Iztok (mentor)

Pouk kemije je sestavljen iz eksperimentalnega dela, razvoja odnosa do okolja, opazovanja in opisovanja videnih ter abstraktivnih pojmov in pojavov. Pouk kemije je sestavljen iz več delov, ki so prepleteni med seboj, zato je izrednega pomena, da ko se vrednoti usvojeno znanje iz več različnih sestavin, da je to sestavljeno kakovostno. Za kakovostno vrednotenje znanja je značilno, da preverja znanje, ki je obravnavano pri pouku in je v skladu z učnim načrtom. Znanje se lahko vrednoti na več različnih načinov; pisno, ustno ali z vrednotenjem izdelkov učencev. Pisno vrednotenje znanja z nestandardiziranim testom oziroma pisnim preizkusom znanja je najpogostejša oblika vrednotenja znanja. Za pisno vrednotenje znanja lahko učitelj izbere naloge odprtega ali zaprtega tipa. Najpogosteje uporabljene naloge zaprtega tipa so naloge z enim pravilnim odgovorom. Pri nalogah z enim pravilnim odgovorom obstaja veliko priporočil o samem zapisu osnove in alternativ glede na želeno vrednoteno znanje. Namen magistrskega dela je analizirati razlike v uspešnosti reševanja nalog z enim ali več pravilnimi odgovori glede na različen zapis osnove naloge ter črke pred zapisano alternativo. V raziskavi je sodelovalo 13 osnovnih šol iz Slovenije oziroma 268 učencev devetih razredov osnovne šole. Učenci so rešili nestandardizirani pisni preizkus znanja, ki je vrednotil znanje iz štirih različnih učnih vsebin. Naloge so bile med seboj enake, vsebovale so osnovo in alternative ter Likertovo petstopenjsko lestvico, za ocenitev stopnje težavnosti naloge, ocenitev razumevanja zapisa naloge in zapisanih alternativ. Naloge so bile z enim ali več pravilnimi odgovori, učenci niso imeli zapisanega števila pravilnih odgovorov. Rezultati kažejo, da na uspešnost reševanja nalog z enim pravilnim odgovorom vpliva način zapisa osnove naloge, ocenjena težavnost naloge, ocenjena razumljivost osnove navodila in podanih izbir. Pri nalogah z več pravilnimi odgovori na uspešnost reševanja naloge ne vpliva različen način zapisa osnove naloge, črk pred podano alternativo, ocenjena stopnja težavnosti, razumljivost osnov naloge in podanih alternativ nalog.

• Language: Slovenian
• Keywords: osnovna šola
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2022
• PID: 20.500.12556/RUL-139677
• COBISS.SI-ID: 120117763
• Publication date in RUL: 07.09.2022

Secondary language

• Language: English
• Title: Effects of the method of noting multiple choice tasks with one or more correct answers on the successful solving of chemistry tasks in primary schools

Abstract

Chemistry classes are based on experimental work, developing relationship with the environment, observing and describing the visual and abstract phenomena. Due to the complex construction of chemistry classes, it is utmost importance for the knowledge, to be assesed quality and professionally indisputable. For quality assessed knowledge it is crucial to asses knowledge, which is based on goals of the curriculm and learning content of the classes. Knowledge can be assesed differently. You can asses knowledge based on written exam, oral exam, or with assesing product. Written exam with non-standard written test is most common way of assesing knowledge. For written test, teacher can chose between CROSS and CRSS or SR assesment. The most common are SR assesment, specifically multiple-choice assessment with one correct answer. There are a lot of instructions for multiple-choice assessments. The purpose of my master thesis is to analyse the differences in solving multiple-choice items with one or more correct answers based on the different way of the steam or alternatives in items. Based on research, 268 9-th grade students from 13 primary schools from different regions of Slovenia participated in this research study. Students were solving 4 different types of instruments, which was assesing 4 different topics from curriculum. Items were written out of multipe-choice item and Likerts five stage grading, for assesing the difficult of item, understanding the steam and alternatives. Items were multiple-choce items with one and more correct answers, but students did not know if one or more answers were correct. The results are showing that different ways of written steam, alternatives, the difficutl of items, the understanding of the steam and alternatives can influence on the success of solving multiple-choice item with one correct answer. For the multiple-choice items with correct answers different ways of written steam, alternatives, the difficutl of items, the understanding of the steam and alternatives are showing no important influence on the success of the solving multiplce-choice items with more correct answers.

• Keywords: primary school