Testing as an assessment technique has been widely used at all levels of education—from primary to higher school. The main purpose of the paper is to evaluate the effect of context-based testing in teaching and learning of analytical chemistry in a Russian university. The paper formulates the objectives of context-based testing, discusses its features and compares with conventional testing; proposes a model of constructing and administering context-based testing; provides examples of context-based tests. The experiment was conducted at the Ural Sate University of Economics (Russia) with bachelor’s degree students with nonscience majors. Students were assigned to one of the experimental conditions: in the control group, traditional tests were carried out, while the experimental group students experienced context-based testing. The statistical data—students’ test scores—obtained at all stages of the experiment were analyzed on the basis of statistical criteria (Shapiro–Wilk, Student’s T, Fisher). The findings of our experiment enable us to answer the guided research questions. Context-based testing may be considered as an essential component of context-based teaching and learning. In comparison with conventional testing, context-based testing could impact developing knowledge of fundamental analytical chemistry concepts and contribute to more solid knowledge.
Context-Based Testing as Assessment Tool in Chemistry Learning on University Level
