Cognitive factors that can potentially affect pupils’ test performance

Abstract

The two cognitive styles, ‘field dependent/field independent’ and ‘convergent/divergent’, were explored in relation to three formats of assessment (multiple choice, short answer and structural communication grid) in five classroom chemistry tests. The study was conducted in Greece with the participation of Grade-10 (upper secondary school) pupils (age 15-16). The field dependent/independent characteristic correlated with pupils’ performance in all the tests, and in almost all the formats of assessment. The convergent/divergent characteristic correlated with pupils’ performance in assessment where language was an important factor, but not in algorithmic types of questions or in questions where there is a greater use of symbols and less use of words. It seems that, in relation to the convergent/divergent characteristic, the chemistry content and presentation of the test is a factor affecting the type of questions being asked. This study suggests that some of the factors that affect pupils’ performance might be: (a) the content and presentation of the test, (b) the format of the test, (c) the psychology of the individual. [Chem. Educ. Res. Pract., 2006, 7 (2), 64-83]