An evaluation of the summative practices in a girls' secondary school

Abstract

In this study the present assessment policy of the school in which this study was conducted was first analyzed. The senior management team was asked for their feedback on this policy together with their impressions of the annual examinations with special emphasis on the biology and physics examinations conducted in the school. The biology and physics June 2004 annual examinations for Form 3 and Form 4 and the March 2004 Mock examinations of Form 5 were analysed using Bloom's Taxonomy of Educational Objectives in order to identify the cognitive levels of the topics tested, the percentages allocated to each topic, the number and names of subtopics covered and student achievement. A comparison of the cognitive levels tested in the SEC examinations May 2004 with the cognitive levels tested in the Mock exam and a comparison of student achievement in the SEC examinations with student achievement in the Mocks were made. Following this, Tables of Specifications showing the recommended percentages per level per topic for each Form were formulated as guidelines for the preparation of future biology and physics examinations. Following an analysis of trends across Forms, general recommendations with respect to the conduct of biology and physics examinations in the school were also suggested.