Analysis of Turkish High-School Physics-Examination Questions According to Bloom's Taxonomy

Autor/inn/en	Kocakaya, Serhat; Gonen, Selahattin
Titel	Analysis of Turkish High-School Physics-Examination Questions According to Bloom's Taxonomy
Quelle	In: Asia-Pacific Forum on Science Learning and Teaching, 11 (2010) 1, Artikel 9 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1609-4913
Schlagwörter	Physics; Classification; Foreign Countries; Thinking Skills; Secondary School Science; Science Instruction; Student Evaluation; Test Items; Comparative Analysis; Cognitive Processes; High School Students; Science Teachers; Institutional Characteristics; College Entrance Examinations; Knowledge Level; Comprehension; Turkey + Suchen Sie Ihr Suchwort? Physik; Classification system; Klassifikation; Klassifikationssystem; Ausland; Denkfähigkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schulnote; Studentische Bewertung; Test content; Testaufgabe; Cognitive process; Kognitiver Prozess; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Aufnahmeprüfung; Wissensbasis; Verstehen; Verständnis; Türkei
Abstract	The purpose of this study was to analyse and compare the physics questions of the university entrance exam (OSS) with those asked at exams at different schools in Turkey in terms of the levels of cognitive domain of Bloom's Taxonomy. The study was carried out in four types of high schools (student age: 14-17): "Ordinary", "Vocational, "Anatolian"and "Science" from Diyarbakir, with 19 physics teachers. It was found that 72.5 per cent of the questions were of the lower-order cognitive skills (LOCS) type. Statistical tests showed that the question types were related to school type (P less than 0.001). On the other hand, about half of the questions asked in the university entrance examination (OSS) were of the higher-order cognitive skills (HOCS) type 50.9 per cent and of the lower-order cognitive skills (LOCS) 49.1 per cent. This contradiction causes a problem between the assessment at high school and that at the OSS. (Contains 4 tables and 3 figures.) (As Provided).
Anmerkungen	Hong Kong Institute of Education. 10 Lo Ping Road, Tai Po, New Territories, Hong Kong. Tel: +011-852-2948-7650; Fax: +011-852-2948-7726; e-mail: apfslt@sci.ied.edu.hk; Web site: http://www.ied.edu.hk/apfslt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10