Mcq
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RESULTS OF ASSESSMENT (VIRTUAL EXPERIMENT LESSON) We had given the ten MCQ questions for assessing pupils understanding of the lesson using virtual experiments on “Habitat”. The results of the assessments the pupils according to the question in sequence are as follows: From the table:
Group
Total Que
1
2
3
4
5
6
7
8
9
10
correct
Tota
answers 4 8 6 7 7 6 8 46
stion 1 2 3 4 5 6 7
l •
Question 2 has no wrong answers.
•
Questions 4 and 10 have 1 wrong answer each.
•
Questions 1,3,5,6 and 7 have 2 wrong answers.
•
Questions 8 and 9 have 6 wrong answers.
The questions show variations in its difficulty level for each of the pair of pupils. It is obvious that question 2 is the easiest question and all the pupils got that question correct. However, for question 8 and 9 almost all the pupils find that question hard to answer, with
only group 3 were able to answer question 8 and only group 7 were able to answer question 9. The mean of difficulty for each question: Question 1:
2/7
= 0.29
Question 2:
7/7
= 1.00
Question 3:
2/7
= 0.29
Question 4:
1/7
= 0.14
Question 5:
2/7
= 0.29
Question 6:
2/7
= 0.29
Question 7:
2/7
= 0.29
Question 8:
6/7
= 0.86
Question 9:
6/7
= 0.86
Question 10:
1/7
= 0.14
The highest mean of 1.00 shows it is the easiest question among all the questions with the lowest mean of 0.14 which is the hardest question for the pupils to answer. Strengths of the assessment •
The question provides options of answers, where they can narrow down their answer down beyond the choices given.
•
The question is simple and straightforward and pupils can choose the answer without writing essay type answers that are long and time consuming.
•
Marking of the papers were easy and teachers just have to look
at
the
wrong
and
correct
answer
and
grade
it
immediately, without involving any thinking and reasoning to why and how the pupils answer the questions. •
Since the assessments are done in pairs, pupils can discuss among themselves and can be an advantage.
Weaknesses of the assessments •
Some of the questions ask about a general knowledge which is not in the lesson content at all. Such as “Why does elephants have big ears? The options of answers are confusing as well where all answers can be considered the correct ones.
•
The questions are subjective and objective questions might help the pupils in explaining their answers and clarify teachers on where they had done wrong.
•
There are insufficient answers provided for each questions.
•
There is a likelihood of pupils passing through chance.
Conclusion In summary, by comparing the mean of difficulty for each of the questions shows that question 2 was the easiest question and question 9 was the most difficult for the pupils to answer. This is proven by the number of wrong answers done by the pupils. Furthermore the assessments prepared for the virtual experiment lesson has its benefits and weaknesses. It is up to the teacher’s wisdom to select the most suitable assessment according to the pupils cognitive level and the lesson being taught to the pupils.
Group
Total Que
1
2
3
4
5
6
7
8
9
10
correct
Tota
answers 4 8 6 7 7 6 8 46
stion 1 2 3 4 5 6 7
l •
Question 2 has no wrong answers.
•
Questions 4 and 10 have 1 wrong answer each.
•
Questions 1,3,5,6 and 7 have 2 wrong answers.
•
Questions 8 and 9 have 6 wrong answers.
The questions show variations in its difficulty level for each of the pair of pupils. It is obvious that question 2 is the easiest question and all the pupils got that question correct. However, for question 8 and 9 almost all the pupils find that question hard to answer, with
only group 3 were able to answer question 8 and only group 7 were able to answer question 9. The mean of difficulty for each question: Question 1:
2/7
= 0.29
Question 2:
7/7
= 1.00
Question 3:
2/7
= 0.29
Question 4:
1/7
= 0.14
Question 5:
2/7
= 0.29
Question 6:
2/7
= 0.29
Question 7:
2/7
= 0.29
Question 8:
6/7
= 0.86
Question 9:
6/7
= 0.86
Question 10:
1/7
= 0.14
The highest mean of 1.00 shows it is the easiest question among all the questions with the lowest mean of 0.14 which is the hardest question for the pupils to answer. Strengths of the assessment •
The question provides options of answers, where they can narrow down their answer down beyond the choices given.
•
The question is simple and straightforward and pupils can choose the answer without writing essay type answers that are long and time consuming.
•
Marking of the papers were easy and teachers just have to look
at
the
wrong
and
correct
answer
and
grade
it
immediately, without involving any thinking and reasoning to why and how the pupils answer the questions. •
Since the assessments are done in pairs, pupils can discuss among themselves and can be an advantage.
Weaknesses of the assessments •
Some of the questions ask about a general knowledge which is not in the lesson content at all. Such as “Why does elephants have big ears? The options of answers are confusing as well where all answers can be considered the correct ones.
•
The questions are subjective and objective questions might help the pupils in explaining their answers and clarify teachers on where they had done wrong.
•
There are insufficient answers provided for each questions.
•
There is a likelihood of pupils passing through chance.
Conclusion In summary, by comparing the mean of difficulty for each of the questions shows that question 2 was the easiest question and question 9 was the most difficult for the pupils to answer. This is proven by the number of wrong answers done by the pupils. Furthermore the assessments prepared for the virtual experiment lesson has its benefits and weaknesses. It is up to the teacher’s wisdom to select the most suitable assessment according to the pupils cognitive level and the lesson being taught to the pupils.
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