Impact of external examinations (Matura) on school lessons
Impact of external examinations (Matura) on school lessons
复制标题
DOI：
10.1080/0305569042000224251
复制
发表时间：
2004-09-01
影响因子：
1.7
通讯作者：
Krecic, MJ
中科院分区：
文献类型：
--
作者：
Grmek, MI;Krecic, MJ
在第一部分中，本文考虑了外部考试对学习和学校课程的影响。大量研究和分析表明，中等专业学生对一些自然和社会现象的认识是不完整的、肤浅的，而且常常是完全错误的。他们不知道如何连接他们所获得的知识。造成知识应用性低、缺乏记忆力的原因，主要是由于肤浅的、再现性的学习占主导地位，甚至受到外在成熟的鼓励。可以客观测量或评分的低分类水平的多项选择题和任务在外部考试中占主导地位。论文第二部分的结果表明，在整个学校教育过程中，高中获得的知识正在缩小。这意味着，随着期末考试的临近，学生在期末比在高中开始时更需要对所学材料的定义和信息进行准确的总结。学生的理解力、将知识与其他学科和主题联系起来、批判性思维以及将知识应用到其他例子中的要求在入学之初（第一年）比高中四年级（就在成熟之前）更为重要。此外，在整个学校教育过程中，评分过程的民主化程度不断降低。学生在第一年比第四年更频繁地与老师讨论评分考试的形式、方法和内容。
In the first part, the paper considers the impacts of external examination on learning and school lessons. Numerous researches and analyses have shown that students from specialized high schools retain incomplete, shallow and often completely incorrect ideas about some natural and social phenomena. They do not know how to connect the knowledge that they have gained. The reason for the low applicability of knowledge and lack of retention is mainly due to the domination of shallow and reproductive studying, which is even encouraged by the external Matura. Multiple-choice questions and tasks of low taxonomic level, which can be objectively measured or graded, predominate in the external examination. The results, in the second part of the paper, indicate that the knowledge gained in high schools is narrowing throughout the years of schooling. This means that, with the approach of the final examination, exact summaries of learned material definitions and information are demanded from students more often at the end than at the beginning of high school. Students' comprehension, linking their knowledge to other subjects and topics, critical thinking and applying the knowledge to other examples is demanded more often at the beginning of schooling (in the first year) than in the fourth year of high school (just before the Matura). Also, the democratization of the grading process decreases throughout the schooling. Students are debating with the teachers about form, methods and content of grading examinations more frequently in the first year than in the fourth year of their schooling.