Abstract
The study was designed to determine the effect of assessment methods on students’ academic achievement in the course of Curriculum Development at undergraduate level in the University of the Punjab. Pre-test post-test quasi experimental design was used for the present study. The sample of the study consisted of 87 students who were present in two groups, later named as control group and experimental group. Intact groups were chosen for the study although treatment was randomly given to the groups. Experimental group was exposed to treatment while control group was assessed through conventional method. Data were collected through worksheets, class tests, pretest and post-test. The tests were developed in the light of basic rules/principles of test construction and Bloom’s Taxonomy of Educational Objectives. Collected data were analyzed by using various statistical techniques such as independent samples t-test, dependent samples t-test and one way ANOVA. Results revealed that students who were exposed to the treatment achieved higher scores than those students who did not receive the treatment. The findings suggest that assessment methods used in this study significantly enhance the achievement of the students. All three assessment methods equally enhance students’ achievement. Think-Pair-Share was found the most effective and efficient method of assessment as compared to Agree/Disagree Circles and Exit Ticket. The findings of the study may be helpful for the students in a way to improve their learning as well as for the teachers to carry out effective instruction in the classroom. The study opens doors for innovations and intervention in the classrooms to use different assessment methods.
Mubashara Akhtar, Muhammad Saeed. (2020) Assessing the Effect of Agree/Disagree Circles, Exit Ticket, and Think – Pair – Share on Students’ Academic Achievement at Undergraduate Level, Bulletin of Education & Research, Volume 42, Issue 2.
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