EXAMINATION-TYPE PREFERENCES OF SECONDARY-SCHOOL STUDENTS AND THEIR TEACHERS IN THE SCIENCE DISCIPLINES

A specialty developed questionnaire was used: Types of Preferred Exami nations (TOPE) to assess examination-type preferences of secondary sch ool students in the Science disciplines according to school type affil iate and gender. Structured interviews were employed to assess both th e rationale of students towards these preferences as well as teacher a wareness about the preferences - in contrast to their actual '' examin ation practice.'' Our findings suggest that (a) secondary school stude nts prefer written, unlimited time examinations which, according to th eir perception, stress learning with understanding rather than mechani cal rote learning, and in which the use of supporting material ('' ope n book exams '') is permitted; and (b) secondary school Science teache rs are aware of student examination-type preferences, yet they continu e to use the traditional written, time-limited - class examination whi ch is definitely not preferred (disliked) by their students. In view o f the special emphasis in current science education research on studen ts' development of higher-order cognitive skills (HOGS) and the need f or consonance between the new curriculum goals and examination types u sed, it is proposed that provisions be made to facilitate teachers' co mpliance with students' examination-type preferences provided the latt er are congruent with learning objectives and our educational aspirati ons.