Engaging Secondary Grade Physics Students in Developing Test Items.

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Bibliographic Details
Title:	Engaging Secondary Grade Physics Students in Developing Test Items.
Authors:	FAIZE, Fayyaz Ahmad¹ fayyaz3shah@yahoo.com, DAHAR, Muhammad Arshad¹
Source:	Journal of Turkish Science Education (TUSED). Jun2012, Vol. 9 Issue 2, p3-11. 9p.
Subject Terms:	Physics education (Elementary), Physics students, *Educational tests & measurements, Scale items, Questionnaires, Psychological tests for children
Abstract:	This research aimed at investigating the effect of engaging Physics students of secondary grade in constructing test items on their test performance. Data were collected through tests. Two equivalent groups of Physics students were formed based on their performance on Physics pre-test. Both the groups were taught the same Physics content with similar teaching strategies except that the students in the experimental group were engaged in developing test items when a unit is completed. After four weeks, a post-test was administered to both groups containing factual and conceptual items in equal proportion. The data were analysed using two-factor ANOVA repeated measure design. There was found a significant difference between the mean performances of students in both the groups on the post-test as a whole. However, when the students' performance was separately analyzed on factual and conceptual items, it was found that the students in the experimental group showed better performance on factual items while, there was no significant difference in the mean score of students on conceptual items. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This research aimed at investigating the effect of engaging Physics students of secondary grade in constructing test items on their test performance. Data were collected through tests. Two equivalent groups of Physics students were formed based on their performance on Physics pre-test. Both the groups were taught the same Physics content with similar teaching strategies except that the students in the experimental group were engaged in developing test items when a unit is completed. After four weeks, a post-test was administered to both groups containing factual and conceptual items in equal proportion. The data were analysed using two-factor ANOVA repeated measure design. There was found a significant difference between the mean performances of students in both the groups on the post-test as a whole. However, when the students' performance was separately analyzed on factual and conceptual items, it was found that the students in the experimental group showed better performance on factual items while, there was no significant difference in the mean score of students on conceptual items. [ABSTRACT FROM AUTHOR]
ISSN:	13046020