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Analysis of the students' achievements at the national assessment of chemistry knowledge in the school year 2017/2018

Nejc Mesesnel (2019) Analysis of the students' achievements at the national assessment of chemistry knowledge in the school year 2017/2018. MSc thesis.

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    National Assesment of Knowldege (NAK) is one of the external knowledge assesments in the Republic of Slovenia, with which diagnostic infromation is obtained about the knowledge of 6th and 9th grade students in primary school. On the same day and the same hour, all students take the same exam under same conditions, which ensures proffesionalism, credibility and objectivity of the exam. students take exams from mathematics, language and foreign languages and in the 9th grade, instead of the latter, they take an exam from an additional subject, which is chosen by the minister of education. In the school year of 2017/2018 the subject was chemistry. With the acquired data received from the results of the assesment it is possible to make an analysis of 9th grade students knowledge of chemistry. The purpose of this master's thesis is to analyse mistakes made by students on the National Checking of knowledge from chemistry in the 2017/2018 school year. The purpose of this thesis is also to analyse how the teachers have evaluated these exams. The sample of the research consisted of 400 complete exams from chemistry in the 2017/2018 school year, which were mediated by the Republic Exam Center (REC). An analysis was done on the answers the students gave on the assignments and evaluations by the teachers. Based on the results of the analysis it is possible to give conclusions about pupuls understanding of chemical concepts, at which topics they had the most issues and what was the nature of these issues and how objectively were teachers assessing the exams. The most common incorrect anwsers that appeared in the sample were (1) wrong use and reading of symbolical chemical language, (2) wrong use of mathematical operations, (3) incorrectly drawn and read graphical presentations and (4) incorrect reading and writing of chemical formulas and reactions. The mistakes teachers made, which caused them to assess the assingments incorrectly, were also show in the results. Teachers assessed partial anwsers as correct or they did not follow the assessment rules correctly. From the conclusions it is possible to conclude what chemistry teachers should pay attention to, and how to prepare themselves on assessing the exams as objectivly as possible.

    Item Type: Thesis (MSc thesis)
    Keywords: Knowledge assessment, External knowledge assessment, National Checking of knowledge, Misconceptions of chemical concepts
    Number of Pages: 102
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    izr. prof. dr. Iztok DevetakMentor
    Link to COBISS: https://plus.si.cobiss.net/opac7/bib/peflj/12581193
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 5927
    Date Deposited: 13 Sep 2019 13:28
    Last Modified: 13 Sep 2019 13:28
    URI: http://pefprints.pef.uni-lj.si/id/eprint/5927

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