CONTINUOUS AND COMPREHENSIVE EVALUATION OF HIGHER ORDER THINKING SKILLS (HOTS) IN SCIENCE AMONG VIII STANDARD STUDENTS

Mrs. T. Jayagandhi

Abstract


This study has been conducted to examine the Continuous and comprehensive evaluation of higher order thinking skills (HOTs) in
Science among VIII standard students. Totally 150 VIII standard students has been taken from 4 schools in Madurai district. The
random sampling technique was used in this study. Higher order thinking skill (HOT's) questionnaire prepared by the investigator
was used in this study. Survey method was employed in this study. The data was analyzed statistically by using mean, standard
deviation, percentage analysis and 't' test. This study revealed that most of the VIII standard students in Madurai district have
average level of higher order thinking skill. Also this study revealed that there is no significant difference in the mean scores of
higher order thinking skills in science between male and female, but there is significant difference in the mean scores of higher
order thinking skills in science with respect to locality, type of school and medium of instruction. From the findings of this research,
investigator concluded that the school science teachers of Madurai district must follow child's thinking-centered learning to
make continuous efforts for improving the higher order thinking skill in science


Keywords


Continuous and comprehensive evaluation, Higher order thinking skill, science subject, VIII standard students.

Full Text:

PDF

References


Crooks, T.J. (1988). The impact of classroom evaluation practices on students. Review of Educational research.58(4),438-481.

Government of India. (1991). Report of the Committee for Review of National Policy on Education: Towards an Enlightened and Humane Society. MHRD, Department of Education, New Delhi.

Perrenoud, P. (1991). Towards a Pragmatic approach to formative evaluation in P.weston (ed.) Assessment of Pupils achievement: Motivation and School Success [pp. 77-101]. Amsterdam: Swets and Zeitlinger.

Government of India. (1993). Learning without Burden.

Tamir, P. (1998). Assessment and Evaluation in Science Education: Opportunities to learn and outcomes. In K. Tobin [Ed.], International Handbook of Science Education. London:Kluwer Academic

Erickson, G. and Meyer, K. (1998). Performance Assessment Tasks in science: What are they measuring?

New Delhi. CCE. (2010). Article on Continuous and Comprehensive Evaluation. Retrieved from wikieducator.org/Continuous And Comprehensive Evaluation.

https://link.springer.com/article/10.1007/s11165-006-9029-2

http://teach-think.org/wp-content/uploads/2015/06/Chapter_1.pdf.


Refbacks

  • There are currently no refbacks.