|Published online: November 20, 2015||$US5.00|
In this work we investigate whether or not, the participation in a creative science club had a positive effect on the outcomes of the summative assessment of the students, taken at the end of the school year, in physics. The study took place in a model experimental lyceum (upper secondary school) in Greece. The summative assessment was by written examination. The tasks of the examination were drawn at random from a national test bank. The establishing and operation of clubs in general, and science clubs in particular, by the model experimental schools in Greece, as well as the annual summative assessment conducted through an open national test bank are both innovations that became effective during the school year 2013–14. To this effect we compare the grades of the students in the first semester to their performance in the final exams. The outcome is quite interesting. The members of the science club exhibited a remarkable resilience in keeping their grade level, compared not only to the rest of the class but to the excellent students and the top students as well, both latter groups exhibiting a noticeable decrease.
|Keywords:||Physics, Science Club, Model School, Experimental School, Evaluation|
The International Journal of Assessment and Evaluation, Volume 23, Issue 1, March 2016, pp.35-41. Article: Print (Spiral Bound). Published online: November 20, 2015 (Article: Electronic (PDF File; 431.378KB)).
Physics High School Teacher, 2nd Model Experimental Lyceum of Thessaloniki, Thessaloniki, Central Mecedonia, Greece