| Yazarlar (1) |
Prof. Dr. Murat PEKTAŞ
Kastamonu Üniversitesi, Türkiye |
| Özet |
| International assessments inform program designers and introduce best practices by investigating the relationships between practice and achievement. Both national and international exams have been implemented in order to evaluate the results of efforts of the countries who want to remain competitive in technology and who have attached increasing importance to the sciences and improving teaching accordingly. The aim of this study was to determine how the biology content domain was treated in SBS and TIMSS assessments, considering content coverage, cognitive requirements, and item types as defined by the TIMSS 2011 science framework. This study utilized the content analysis method to investigate a total of 33 eighth grade SBS biology questions from 2008 to 2012. According to results, biology is the most represented science content domain in TIMSS, though preceded in SBS by physics. Moreover, TIMSS and SBS presented similar distribution of cognitive domains, both including more questions relating to knowing and applying than reasoning. Another result of the study highlighted the differences in distribution of item types in both assessments. TIMSS included an almost equal percentage of multiple-choice and constructed-response questions; on the contrary, all SBS items were in the form of multiple-choice. |
| Anahtar Kelimeler |
| Makale Türü | Özgün Makale |
| Makale Alt Türü | Diğer hakemli uluslarası dergilerde yayınlanan tam makale |
| Dergi Adı | Energy Education Science and Technology Part B: Social and Educational Studies |
| Dergi ISSN | 1308-7711 |
| Makale Dili | İngilizce |
| Basım Tarihi | 01-2012 |
| Sayfalar | 1088 / 1093 |
