Open AccessLevel of Learning Assessed through Written Examinations in Social Science Courses in Tertiary Education: A Study from Bangladesh
Author(s) -
Bentul Mawa,
Misbah Haque,
Misbah Haque,
Mumtaz Ali
Publication year - 2019
Publication title -
journal of teacher education and research
Language(s) - English
Resource type - Journals
eISSN - 2454-1664
pISSN - 0974-8210
DOI - 10.36268/jter/1413
Subject(s) - mathematics education , order (exchange) , psychology , tertiary level , higher order thinking , higher education , medical education , teaching method , medicine , political science , finance , cognitively guided instruction , law , economics
This paper examines students’ cognitive learning outcomes assessed through semester final written examinations in Social Science Courses intertiary level education. The study used a content analysis method to analyze 125-semester final written exam papers (tests) of 52 courses of B.Sc.Ag Econ. (Hons) degree program of Bangladesh Agricultural University. The study revealed that written exam papers mostly cover ‘remember'and ‘understanding' (18% and 60%) level of learning while ‘apply-analyze-evaluate and create' levels cover only 22 percent. Year-wise change inlower-order learning assessed (remember) showed a slightly decreasing trend while others showed an increasing trend to adjust that change.Level-wise (L1 to L4) increasing trend in order was observed only for ‘understanding' while all others showed no definite change pattern. Thestudy concludes that the assessment occurs mainly at lower order learning, and it does not progress with the level of studies (L1 to L4). Theexisting written exam strategy is not suitable to assess higher-order learning to satisfy ‘critical thinking and decision making' outcome so thatstudents become better equipped for the existing job market and the rapid changing world. The program requires changing its assessmentstrategy to ensure higher-order learning.Journal of Teacher Education and Research (2019). DOI: 10.36268/JTER/1413