| Abstract: | Conclusion The word association test and idea association test are open-ended tests which assess students' linking ability and also their
accuracy in retrieving the relevant knowledge. These tests break through the “spoon-fed” and “drilled” types of assessment.
The earlier study has shown that linkage of knowledge is one of the influential factors in determining problem solving performance
(Lee, 1986). A replication study has confirmed the earlier findings that these two non-traditional measures assess learning
performance as do the traditional methods. Apart from providing the numerical scores, for the learning performance, the two
non-traditional tests also provide teachers with useful qualitative evidence of how students proceed with their learning and
with their understanding of concepts. The technical procedures of setting, carrying out and scoring the tests are reasonably
easy to handle. On the basis of the evidence shown, it is suggested that the word association and idea association tests should
become part of the regular testing of chemistry learning in schools. |
