Assessment and learning of chemistry at the high school and higher education
Keywords:
assessment, high school and higher education, chemistry, social representations, cognitive demandAbstract
This thesis aimed to understand the link between assessment and learning in Chemistry in order to contribute to university admission and retention. A mixed-methods approach, predominantly qualitative, was used. The sample consisted of teachers from high school and higher education. Information was collected and analyzed from teachers' opinions and their assessment instruments. Similarities and differences were identified between the two educational levels regarding their opinions and intentions concerning assessment practices and the cognitive demands of their written instruments. The results showed that assessments in secondary Chemistry favor rote learning, which would hinder students' performance at the higher education level. Furthermore, a tension was identified between teachers' perceived views on assessment and actual assessment practices influenced by institutional demands.
ARK CAICYT: https://id.caicyt.gov.ar/ark:/s23449683/rzde2yklv
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