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

Autor/inn/en	Bortnik, Boris; Stozhko, Natalia; Pervukhina, Irina
Titel	Context-Based Testing as Assessment Tool in Chemistry Learning on University Level
Quelle	In: Education Sciences, 11 (2021), Artikel 450 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Stozhko, Natalia) ORCID (Pervukhina, Irina)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Chemistry; Science Instruction; Science Tests; Undergraduate Students; Context Effect; Test Format; Comparative Analysis; State Universities; Economics Education; Scores; Learning Processes; Scientific Concepts; Concept Formation; Foreign Countries; Test Use; Russia + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Testentwicklung; Staatliche Universität; Wirtschaftskunde; Learning process; Lernprozess; Concept learning; Begriffsbildung; Ausland; Testanwendung; Russland
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01