Assessment Formats and Cognitive Styles

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.

Autorentext
Eleni Danili was born in the island of Corfu, in Greece. She
studied Chemistry at the National and Capodistrian University of
Athens and she got a postgraduate Certificate and a Doctorate
from the Centre for Science Education, University of Glasgow. She
is now High School Science Counsellor, Greek Ministry of Education.

Klappentext
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.