a comparative study of traditional and creative questions in ssc general science examination

A Comparative Study of Traditional and

Creative Questions in SSC General

Science Examination

Suraya Yeasmin Jui

Email: jui_8724@yahoo.com

Aims and Context:

• Aim of education system

• Importance of public examination

• Limitation of traditional question

• Newly introduced assessment system

• Matter of interest

Future Implications:

• Enhanced students learning

• Promote better assessment

• Assessing wider abilities

• Alternative ways

Objective(s)

• Analyze traditional question papers in terms of

Bloom’s taxonomy.

• Analyze creative question papers in terms of

Bloom’s taxonomy.

• Compare traditional question papers and

creative question papers according to Bloom’s

taxonomy.

Bloom’s Taxonomy:

Domains of Educational Activity:

Cognitive Mental Skills (Knowledge)

Affective

Psychomotor

Emotional Areas (Attitude)

Manual or Physical Skills (Skills)

Sub-domain of Cognitive

Domain

Why Bloom’s Taxonomy?

Why Bloom’s Taxonomy? (contd.)

• Worldwide acceptance

• Identify intellectual levels

• Essay to apply

• Valid assessment

• Appropriate instruction

Research Methodology:

• Nature of the Study:

Quantitative (Documents Analysis)

• Data Gathering:

As Traditional

Question

As Creative

Question

SSC General Science

Question 2009 (all boards)

SSC General Science

Question 2013 (all boards)

Analyze and Compare According to

Bloom’s Taxonomy

Data Analysis

Distribution of Percentage of

Traditional Question

Distribution of Percentage of

Creative Question

Comparison Between Traditional

and Creative Question

Traditional Question Creative Question

Findings

In Traditional Question System....

• Insufficient item inclusion

• Dominating knowledge based question

• Most items from lower cognitive levels

• Helpless to measure higher order thinking skills

In Creative Question....

• Insufficient item inclusion in all domain

• Not 100% blessed

Has the world come to this

Recommendations:

• Appropriate proportion

• Stress in MCQ item making

• Limiting use of Knowledge based item

• Increasing Analysis, Synthesis

and Evaluation type items

• High preference at Bloom’s Taxonomy

Reference:

• Ahmed, S. S. (2002). The Effect of Public Examination on the Process of Students’

Learning. Unpublished Med thesis, Institute of Education and Research, University of

Dhaka.

• Bloom, B.S. (1956). Taxonomy of educational objectives - Handbook 1. Cognitive domain.

London: Longmans.

• Halim, A. M. and Hossain, M. E. (2009). Assessment of Mathematics Question Paper of

SSC Examination. NAEM Journal, 4(8), 97-104.

• Hossain, M. Z. (2009). Creative Questions: Validity and Reliability of Secondary School

Certificate Examination. Bangladesh Education Journal, 8(2), 31-41.

Reference: (contd.)

• Karl O. Jones, Janice Harland, Juliet M.V. Reid and Rebecca Bartlett. (2009, October).

Relationship Between Examinations and Bloom’s Taxonomy . Paper presented at 39th

ASEE/IEEE Frontiers in Education Conference, San Antonio, TX.

• KARAMUSTAFAOĞLU,S. and SEVİM,S. (2003). Analysis of Turkish High-School

Chemistry-Examination Questions According to Bloom’s Taxonomy. Chemistry

Education: Research and Practice, 4(1), 25-30.

• Nitko, J. A. (1996). Educational Assessment of Students (2nd ed.). Ohio, New Jersey/

Columbus, Englewood cliff: Prentice Hall, Inc.