Perspectives of Appropriate Assessment of Cognitive Behaviours in Science, Technology, Engineering and Mathematics (STEM) Education – 31st Inaugural lecture of University of Uyo by Professor Nsedu Inyang

TABLE OF CONTENTS
1.0 Introduction
1.1 Meaning and importance of STEM Education
1.2 STEM Education in the USA, China and Finland 1.3 STEM Education in Nigeria
1.4 Importance of Assessment
1.5 Assessment in Nigerian Educational System The 1.6 Lecture in focus
2.0 Principles of Assessment and Testing in STEM teaching
2.1 What is assessment?
2.1.1 Assessment, Measurement and Evaluation compared
2.1.2. How and when can assessment be carried out?
2.1.3 Why Assess/of what use is assessment? 10 2.1.4 Major dimensions of behaviour in which assessment should be carried out.
2.1.5 Table of specification –
2.1.6 Continuous Assessment in STEM Teaching 2.1.6.1 What is Continuous Assessment?
2.1.6.2 Characteristics of Continuous Assessment 2.1.6.3 Rationale.for Continuous Assessment • 2.1.6.4 Techniques of Continuous Assessment
2.1.6.5 The Diagnostic Functions of Continuous Assessment
2.1.6.6 Continuous Assessment in Educational Institutions in Nigeria
2.1.6.7 Selected Studies on Diagnostic uses of
Test Results
2.2 Assessment in the Cognitive Domain
2.2.1 – Description of Questions in the six levels of objectives in the cognitive domain
2.2.2 Key words associated with each of the levels 2.2.3 Sample Questions in the Six Levels
2.2.4 Types of Assessment Instruments
2.2.4.1 Multiple-Choice Items
2.2.4.2 Multiple-Choice Varieties
2.2.4.3 Description of Test Items on each Multiple Choice Variety
2.2.4.4 Illustrative Items on each Multiple Choice Variety
3.0 The construction, validation and standardization of Integrated Science AchievementTests for Junior Secondary Schools in Nigeria
3.1 Introduction
3.2 Conduct of study
3.3 Methods of Data Analysis
3.4 Applications of Methods of Data Analysis
3.5 Results of Study
3.5.1 Result of Test Construction
3.5.2 Test Forms for Trial/Pilot Testing 3.5.3 Results of Item Analysis After Trial/ Pilot Testing
3.5.4 Reliability and Standard Error of Measurement
3.5.5 Norm Groups-Gender and School Location 54 3.5.6 Results of inalysis of Variance
4.0 Studies Utilizing Results of Assessment 56
4.1 Effects of ability grouping and order of treatment of related mathematical principles on students performance in Quantitative Chemistry problems
4.2 The relative effectiveness of guided discovery and expository strategies on students’ performance in senior secondary school chemistry
4.3 The influence of assignment, teaching methods and class size on students’ achievement in Integrated Science
4.4 Effect of problem-solving models and ability on the achievement of students in solving quantitative problems in chemistry
5.0 Summary and educational implications
5.1 Summary
5.2 Educational Implication
6.0 Recommendations
7.0 Conclusion
References
Index

LIST OF FIGURES
Figure
1. Dimensions of Behaviour for assessment
2. Norm and Criterion-referenced score distributions
3. A flowchart of the major steps involved in the study
4. Test setting a flow diagram – 65 viii

LIST OF TABLES
Table
1. Format of a Table of Specification for a 50 item multiple-choice test
2. Words often associated with the levels of the cognitive domain 26
3. Distribution of items on ISAT according to levels of the cognitive domain
4. Distribution of test items on ISAT, 1B, 2B and 3B with respect to cognitive levels tested
5. Characteristics of satisfactory items in ISAT 1B 3
6. Summary of Data from pilot testing of ISAT 1, 2, and 3
7. Norm group sizes and summary of scores in ISAT 1, 2 and 3
8. Analysis of variance on the mean scores on ISAT 1, 2 and 3 by gender and school Location