• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文会议>International Technology, Education and Development Conference >(2021) COMPARATIVE STUDY OF THE MULTIPLE CHOICE QUESTIONS AND INTERACTIVE MODE FORMATS FOR CLASS III IN CONDUCTING ACHIEVEMENT SURVEY IN MATHEMATICS
【24h】

(2021) COMPARATIVE STUDY OF THE MULTIPLE CHOICE QUESTIONS AND INTERACTIVE MODE FORMATS FOR CLASS III IN CONDUCTING ACHIEVEMENT SURVEY IN MATHEMATICS

机译：（2021）对数学阶段进行III级的多项选择题和交互模式格式的比较研究

获取原文
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

There are a number of indicators for quality of education;;the most vital one is the level ofachievement. The levels of achievement for any nation are so important that they need to be knownperiodically to keep a tab on the general health of the education system. Such a requirement warrantsthe conduct of periodic achievement surveys at different stages of school education in order to initiateremedial measures to improve the quality of education. The achievement surveys done on large scaleprovide data to monitor and keep a track record of development of the system over time. At class IIIlevel, the National Council of Educational Research and Training (NCERT) carried out the BaselineAchievement Survey under Sarva Siksha Abhiyan (SSA) in the year 2003-2005. After that the MidTerm Achievement Survey was carried out in 2007-2009. These surveys were conducted to find outthe achievement in language and mathematics in all the states/UTs of the country. The testscomprised 35 Multiple Choice Questions (MCQs) in each subject. In the year 2013, NCERT isconducting the third cycle of Class III Achievement Survey. During the last decade a number ofeducational reforms have taken place in the country and there has been a paradigm shift in thecurriculum, syllabi, textbooks and the teaching learning strategies. Educationists have startedquestioning the rationale of using MCQs to gauge the achievement level for Class III students. Toattempt a MCQ, involves reading the stem and the options, understand and analyze them, and toarrive at the correct option from the given choices. The format of MCQ may not be ideal to measurethe achievement level of an 8 or 9 year old in the subject area. This study was undertaken to explorethe question - Is the achievement in mathematics significantly lowered for a class III student whileresponding through an MCQ format?
机译：教育质量有许多指标;;最重要的是达到的水平。任何国家的成就水平都非常重要，因为他们需要认识到遵守教育系统一般健康的标签。这样的要求保证在学校教育不同阶段进行定期成就调查，以提高教育质量的启动措施。在大型尺度提供数据上完成的成就调查，以监控并保持系统的开发记录随着时间​​的推移。 IIIlevel课程，全国教育研究和培训委员会（NCERT）在2003 - 2005年的Sarva Siksha Abhiyan（SSA）下开展了巴塞利亚居民调查。之后，中期成就调查是在2007 - 2009年进行的。进行了这些调查，以了解该国所有州/ UTS中语言和数学的成就。在每个主题中测试兼容35多项选择题（MCQ）。在2013年，NCERT在第三级成就调查的第三个周期中进行了措施。在过去的十年中，在该国发生了许多教育改革，并在thecurriculum，教学大纲，教科书和教学策略中进行了范式转变。教育家已经开始使用MCQS衡量III类学生的成就水平的理由。 toattptemp a mcq，涉及阅读茎干和选项，理解和分析它们，并以正确的选择以正确的选择为止。 MCQ的格式可能不是在主题领域衡量8或9岁的成就水平的理想选择。这项研究是为了探索问题 - 对于III类学生通过MCQ格式相应的III类学生，数学的成就显着降低了？

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号