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This monograph is a study of how assessment formats
and cognitive styles are related to school chemistry.
It can help teachers and novice researchers in the
field of education to find useful information about:
Learning Models, Assessment Formats, Cognitive
Styles, Perry Scheme of Intellectual Development. It
also gives an insight into the Methodology and
Statistics used in educational and social studies.
The study explores the relationships between the
results of various formats of paper-and-pencil
classroom assessments of Chemistry. It also
investigates the performance of pupils in different
formats of assessment in relation to their cognitive
style, personal preferences, and intellectual
development. The study was conducted mainly in Greece
with the participation of first year upper secondary
public school pupils (age 15-16). The result of the
study suggests that some of the factors which affect
pupils performance are: the content and presentation
of the test, the format of the test, the psychology
of the individual.
and cognitive styles are related to school chemistry.
It can help teachers and novice researchers in the
field of education to find useful information about:
Learning Models, Assessment Formats, Cognitive
Styles, Perry Scheme of Intellectual Development. It
also gives an insight into the Methodology and
Statistics used in educational and social studies.
The study explores the relationships between the
results of various formats of paper-and-pencil
classroom assessments of Chemistry. It also
investigates the performance of pupils in different
formats of assessment in relation to their cognitive
style, personal preferences, and intellectual
development. The study was conducted mainly in Greece
with the participation of first year upper secondary
public school pupils (age 15-16). The result of the
study suggests that some of the factors which affect
pupils performance are: the content and presentation
of the test, the format of the test, the psychology
of the individual.