Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/14905
Title: 
Authors: 
Issue Date: 
Nov-2006
Citation: 
Boo, H. K. (2006). Primary science examination question setters’ misconceptions of life science concepts. In Y. J. Lee, A. L. Tan & B. T. Ho (Eds.), Proceedings of ISEC 2006 (pp. 141-148). Singapore: National Institute of Education.
Abstract: 
Assessment is an integral and vital part of teaching and learning, providing feedback on progress through
the assessment period to both learners and teachers. However, if test items are flawed because of
misconceptions held by the question setter, then such test items are invalid as assessment tools.
Moreover, such flawed items are also likely to generate or perpetuate misconceptions among pupils.
Research has shown that misconceptions among pupils are resistant to change, and that they persist
even with formal science instruction. This paper highlights question setters’ (or teachers’) misconceptions
concerning some key life science concepts in the areas of cells, plant and animal systems and functions.
It is based on a scrutiny of numerous sets of primary science examination papers in schools (first and
second semestral assessment science papers, i.e. SA1 and SA2) in three different contexts:
1) vetting school examination papers with a view to helping schools improve the quality of
their examination questions;
2) conducting school-based workshops on how to craft better examination questions;
3) conducting National Institute of Education in-service courses for primary school
teachers.
Suggestions for addressing the problems highlighted are also discussed.
Description: 
This paper was presented at the International Science Education Conference (ISEC 2006), held in Singapore from 22 - 24 Nov 2006
URI: 
Appears in Collections:Conference Papers

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