A Mixed Assessment for the Science Learning via a Bayesian Network Representation

Zhidong Zhang, Angelica Guanzon


This study explored an alternative assessment model to examine Chemistry learners’ progress. “The Assessment of Problem-Solving in Chemistry Learning” as a model represented students’ mastery of chemistry study. The data were from journaling narratives and analyzed through cognitive task analysis. Based on the analyses, a student model was established, which represents the qualitative information in a structure, and provides a potential framework of the assessment model for the quantitative representation—a Bayesian network assessment model. The student’s performance was assessed via the Bayesian network assessment model, and classified into three categories: low level, middle level, and high level. The mastery level should be at least scored at and above 90.51/100 for Declarative, Procedural, and Strategic Knowledge respectively.

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DOI: https://doi.org/10.20849/jed.v6i5.1309


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Journal of Education and Development  ISSN 2529-7996 (Print)  ISSN 2591-7250 (Online)

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