Κατεύθυνση Νέες Εκπαιδευτικές ΤεχνολογίεςLibrary of the School of Science
Νικόλαος Ψαρουδάκης, Επίκ. Καθηγητής, Τμήμα Χημείας, ΕΚΠΑ
Ευαγγελία Παυλάτου, Καθηγήτρια, Σχολή Χημικών Μηχανικών, ΕΜΠ
Κωνσταντίνος Μεθενίτης, Αναπλ. Καθηγητής ., Τμήμα Χημείας, ΕΚΠΑ
Μελέτη της επίδρασης της μορφής των θεμάτων των Πανελληνίων Εξετάσεων Χημείας 2018-2019 στις επιδόσεις των μαθητών .Πλαίσιο ανάλυσης θεμάτων Χημείας D-A-C (Definition-Algorithmic-Conceptual)
Study of the impact of the format of the Greek National Chemistry Examinations 2018-2019 on student performance. Framework method analysis of General Chemistry Examinations D-A-C (Defintion - Algorithmic - Conceptual)
Improving students’ conceptual understanding is an important issue in the educational process. The Greek National Examinations (Panhellenic Examinations) provide a means of capturing the level of conceptual understanding of students.
The purpose of this research is to elucidate the reason behind the decrease in the students’ performance on the Greek National Examination of 2019 compared to the corresponding performance in 2018. Consequently, an analysis of the questions of the Panhellenic Chemistry Examinations of the years 2018 and 2019 was carried out using the framework method of analysis of General Chemistry Examinations (D-A-C) proposed by K. Christopher Smith et al.  in relation to the students’ performance
The research was carried out on two levels. On the first level, the cognitive objectives of the questions were classified in relation to the allocation of questions. This classification generated the quantitative ratio between classified questions. On the second level, the collective performance of all the students nationally was studied at each grade scale of each sub-question. Furthermore, the performance of each student was studied, firstly, in relation to each question and secondly to the body of questions. The total number of students nationwide for 2018 was 63.351 while for 2019 it was 60.876. Individual performance was assessed based on data from 136 students in 2018 and 1357 students in 2019.
The analysis of the exam questions revealed a low percentage of conceptual questions (26% in 2018 and 34% in 2019). The use of conceptual questions requiring high-level cognitive skills resulted in a significant decrease in student performance. Notably, an average of 10% of students excelled obtaining a perfect score in 2018 as opposed to only 1.5% in 2019.
This dissertation proposes methods to reform the examination questions, with the aim to facilitate the educational process in general.
Main subject category:
Item exams analysis, Greek National Chemistry exams, the cognitive objectives taxonomy, Conceptual, Algorithmic, performance