The impact of the type of questions asked in continuous assessment on students' outcomes

Article Sidebar

PDF
Published: Apr 30, 2019
Updated: 2019-04-30
Versions:
2019-04-30 (2)
DOI: https://doi.org/10.18844/ijlt.v11i2.849

Main Article Content

Soumia Tamani
Laboratory of Physical Chemistry of Materials, Ben M'Sik Faculty of Sciences, Hassan II University of Casablanca, BP 5366 Maarif, Casablanca, Morocco
Hafid Sokrat
Laboratory of Physical Chemistry of Materials, Ben M'Sik Faculty of Sciences, Hassan II University of Casablanca, BP 5366 Maarif, Casablanca, Morocco
Mohamed Radid
Laboratory of Physical Chemistry of Materials, Ben M'Sik Faculty of Sciences, Hassan II University of Casablanca, Casablanca, Morocco

Abstract

This study has an objective to look for the impact of the type of questions given in assessments about students’ results and to measure the capacity of synthesis for them. In fact, we had analysed the students’ answer related to exercise that is a part of the subject of the first control about thermochemistry concerning the first university level science of chemistry subject in 2014. The recorded results show that when useful figures are designed in enunciations students have ability to move easily to the next stages and could find out easily adequate answers, but when the question is without indication students are lost in the choice of the figures that are part of the exercise. These results push us to prepare lecture about given subjects of the national exam Bac: mathematics, chemistry and physics as well tests and interviews to have an access to high schools in Morocco (limited access).

Keywords: Assessment, students’ level, thermochemistry, capacity of synthesis.

Downloads

Download data is not yet available.

Article Details

How to Cite
Tamani, S., Sokrat, H., & Radid, M. (2019). The impact of the type of questions asked in continuous assessment on students’ outcomes. International Journal of Learning and Teaching, 11(2), 60–65. https://doi.org/10.18844/ijlt.v11i2.849
Issue
Vol. 11 No. 2 (2019): April
Section
Articles
Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (SeeThe Effect of Open Access).