Ali so naloge izbirnega tipa primerno orodje za ocenjevanje znanja? /Are multiple-choice tests a sufficient tool for the assessment of knowledge?
ANALI PAZU 10 (2020) Št./No. 1-2 strani/pages 19-22
Celotno besedilo/Full text (pdf)
Povzetek: Kako najboljše oceniti znanje študentov ali dijakov je ena od nerešenih dilem med raziskovalci na področju izobraževanja. Vprašanja izbirnega tipa so postala zelo priljubljeno orodje preverjanja znanja na vseh ravneh izobraževanja. Kljub temu pa obstajajo tudi raziskovalci, ki so v dvomih glede zadostnosti takega načina ocenjevanje znanja. V prispevku predstavljamo študijo, ki je zajela 167 študentov fizioterapije. Študenti so po izvedenih urah fizike reševali test, ki je vseboval vprašanja izbirnega tipa. Pri tem so odgovarjali na vprašanja s področij, ki so bila zajeta v snov na predavanjih, in s področja Moderne fizike, ki ni bila del izvedenih predavanj. Rezultati raziskave kažejo na to, da je mogoče z nalogami izbirnega tipa uspešno preveriti znanje študentov oziroma dijakov.
Ključne besede: izobraževanje, vprašanja izbirnega tipa, fizika, ocenjevanje znanja.
Abstract: How best to assess students’ knowledge is still an unsolved dilemma among educational researchers. Multiple-choice questions become a popular assessment tool at all stages of education. But, many researchers are sceptical if such assessment is sufficient for the determination of students’ knowledge. In this paper, we present our study, in which 167 students of Physiotherapy were involved. Students had to complete a multiple-choice test after completing the physics course. The multiple-choice test incorporated questions, which covered domains of physics that were part of the course, and questions from the field of modern physics that were not part of the course. The results of this study indicate that multiple-choice questions can be a successful assessment tool for the determination of students’ knowledge.
Key words: education, multiple-choice questions, physics, assessment of knowledge.