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Teachers' and students'perceptions of multiple-choiceand open-ended questions,along with the gcse system

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  1. Tez No: 722677
  2. Yazar: MUSTAFA SARIAY
  3. Danışmanlar: DR. REBECCA WESTRUP
  4. Tez Türü: Yüksek Lisans
  5. Konular: Eğitim ve Öğretim, Education and Training
  6. Anahtar Kelimeler: Belirtilmemiş.
  7. Yıl: 2017
  8. Dil: İngilizce
  9. Üniversite: Unıversıty Of East Anglıa
  10. Enstitü: Yurtdışı Enstitü
  11. Ana Bilim Dalı: Belirtilmemiş.
  12. Bilim Dalı: Belirtilmemiş.
  13. Sayfa Sayısı: Belirtilmemiş.

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Özet (Çeviri)

This study examines the opinions of both secondary school teachers and Year Ten pupils concerning the use of open-ended and the multiple-choice questions, along with the new GCSE examinations. The study examines: (1) the experience of the participants; (2) issues they encounter; (3) factors influencing the teaching and learning process; (4) assessment strategies; and (5) the participants' opinions of GCSE examinations. A qualitative approach was employed for the data collection of this study, along with use of the interpretivist paradigm to analyse the perceptions of both teachers and students. The participants were all from the same secondary school in Norwich, in the UK. Semi-structured interviews were undertaken with six teachers on an individual basis, while nine students from Year Ten took part in two different focus groups. The researcher applied the convenience sampling technique, taking account of the availability of the participants. The findings drew on thematic analysis techniques, which allow researchers to identify, analyse and report patterns (i.e. themes) within data, as well as organising and describing data in rich detail (Braun and Clarke, 2006). The results confirm that the secondary school teachers employed multiple-choice questions to retrieve and monitor acquired knowledge, in order to promote students' understanding in a variety of subjects. They also put questions to students in a multiple-choice format (which requires pupils to recall knowledge from pervious lessons), as this is considered to enhance the sustainability of knowledge. However, the students did not view multiple-choice questions as a good indication of true knowledge, unless they were capable of challenging examinees. The study also identifies that the secondary school teachers believed that open-ended questions offer a more effective method of assessing high-level cognitive skills, i.e. comprehension, interpretation and complex decision-making. However, they also acknowledged that this technique could distract from the teaching process for those students with limited literacy skills and a lack of skills in cognitive interpretation. The students were aware that open-ended questions focussed on examining acquired knowledge, could prove ineffective, i.e. resulting in a lack of focus and an inability to use time efficiently during examinations. The focus group discussions established that students lacked awareness of the new form of GCSE examinations, in particular the differences between the questions in the old and new iii GCSEs. The teachers also noted that the new form of GCSEs is demanding, resulting in a more rigorous curriculum for students. The teachers also noted the existence of unfairness, particularly in relation to GCSE examinations, for those pupils lacking opportunities and subject to the inequality of opportunity existing in different schools.

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