Level of Learning Assessed through Written Examinations in Social Science Courses in Tertiary Education: A Study from Bangladesh

Abstract

This paper examines students’ cognitive learning outcomes assessed through semester final written examinations in Social Science Courses in
tertiary level education. The study used a content analysis method to analyze 125-semester final written exam papers (tests) of 52 courses of B.Sc.
Ag Econ. (Hons) degree program of Bangladesh Agricultural University. The study revealed that written exam papers mostly cover ‘remember'
and ‘understanding' (18% and 60%) level of learning while ‘apply-analyze-evaluate and create' levels cover only 22 percent. Year-wise change in
lower-order learning assessed (remember) showed a slightly decreasing trend while others showed an increasing trend to adjust that change.
Level-wise (L1 to L4) increasing trend in order was observed only for ‘understanding' while all others showed no definite change pattern. The
study concludes that the assessment occurs mainly at lower order learning, and it does not progress with the level of studies (L1 to L4). The
existing written exam strategy is not suitable to assess higher-order learning to satisfy ‘critical thinking and decision making' outcome so that
students become better equipped for the existing job market and the rapid changing world. The program requires changing its assessment
strategy to ensure higher-order learning.
Journal of Teacher Education and Research (2019). DOI: 10.36268/JTER/1413