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An example should be just an example. Which tasks really check skills?
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Title: An example should be just an example. Which tasks really check skills?

Creator:

Grajkowski, Wojciech ; Ostrowska, Barbara

Date:

2013

Resource Type:

article

Publisher:

Educational Research Institute

Abstract:

The new core curriculum for natural sciences (biology, chemistry, physics and geography) at lower secondary school level details each topic and the teaching goals involved, defining the generic skills that a lower secondary school graduate should possess. The aim of the lower secondary school leaving examination is, therefore, not only to assess memorisation of specific material but also mastery of more universal skills. The authors of the article advocate the use of test questions that check the skills included in the core curriculum and employ unfamiliar examples. In this way, it should be possible to distinguish between cases in which the student knows the example (remembers the facts), and the one in which they know the principle (have mastered the skill and know how to apply it in different situations). In addition, an analysis of example tasks of this type and the results obtained by students solving them, invites the thesis that embedding a task in an unusual context does not lead to significant increase in its difficulty.

Bibliographic citation:

Edukacja : an interdisciplinary approach 1. 2013

Coverage:

21st century

Language:

eng

Rights:

Creative Commons BY 4.0

Format:

application/pdf

Resource Identifier:

oai:jbc.bj.uj.edu.pl:282249

ISSN:

0239-6858

Subject and keywords:

skills assessment exam national curriculum science education test question

Object collections:

Last modified:

Oct 26, 2021

In our library since:

Aug 6, 2014

Number of object content hits:

138

Number of object content views in PDF format

12

All available object's versions:

https://www.jbc.bj.uj.edu.pl/publication/294909

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An example should be just an example. Which tasks really check skills? Oct 26, 2021

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