Paper Information

Journal:   (JOURNAL OF INSTRUCTION AND EVALUATION) JOURNAL OF EDUCATIONAL SCIENCES   SUMMER 2009 , Volume 2 , Number 6; Page(s) 7 To 33.
 
Paper: 

COMPARING THE EFFECTS OF ASSESSMENT METHODS (PERFORMANCE, DESCRIPTIVE AND OBJECTIVE) ON PERFORMANCE OF STUDENTS IN THE LESSON OF RESEARCH METHODS, GUIDANCE AND COUNSELING MAJOR, ISLAMIC AZAD UNIVERSITY, SHABESTAR BRANCH

 
 
Author(s):  ASL E FATAHI B., KARIMI YOUSEF, SOF A.A., SHARIFI HASAN PASHA
 
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Abstract: 

This research aims to study the effects of different research methods (descriptive, multiple choice and performance) on the learning rate in the lesson of research method among students of guidance and counseling major. In this research, we select 69 students randomly in three experimental groups which were substituted according to different experimental levels (assessment method). In order to collect the data about the learning rate of students, we used formative tests according to the related experimental variance as well as a general test which was consisted of multiple-choice, descriptive and performance questions. The prepared general test was administered in two stages (before and after semester) and the descriptive tests were performed in three stages for each group. All of the employed tests were constructed by researcher. In order to analyze the data, the statistical methods such as t-test, ANOVA test and also post hoc tests and regression analysis were used. The results of the study showed that in general test (evaluation based on compound of three assessment methods) the difference of averages of performance and descriptive experimental groups (both) with multiple-choice experimental group was significant, but it was not significant comparing with each other. Totally, the highest result regarding the rate of learning (according to the average of marks) was observed in performance experimental group and the weakest result was observed in multiple-choice experimental group. Inter-group comparisons showed that responding to the multiple-choice items were easier than descriptive questions for performance experimental group (the average difference were significant in 99% level) and responding to the multiple-choice items were easier than performance questions for descriptive experimental group (the average difference were significant in 95% level). The regression equation of forecasting the marks of students in general test according to the first and second formative tests and also assessment method (with 99 and 95percent of certainty level respectively) the forecasted values were significant, but the third and fourth pre-tests were insignificant from this perspective.

 
Keyword(s): ASSESSMENT METHODS, PERFORMANCE, DESCRIPTIVE, OBJECTIVE, LEARNING, THE LESSON OF RESEARCH METHOD
 
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