SKP6034- ASSESSMENT IN CHEMISTRY

Interview About
Instances and
Events
PRESENTER:IZZATI AMIRA BINTI
ABDULLAH NIZZAR

M20172002094

LECTURER: HAJAH ASMAYATI

BINTI YAHAYA
Definition
A conversation that an expert has with one
student, focused by an initial questions
about situations represented in a series of
line diagram to check the student’s ability
to recognise the presence of a concept or
student’s interpretation of natural
phenomenon or social occurrence.
Purpose of Interview About Instances and Events

To probe young children’s construction of meaning for concepts such

as natural phenomena

To study the understanding of primary and secondary school

students for concepts

To check whether the students cannot only recognize whether the

concept is present in specific instances but also the students can
explain his or her decision.
Examples of Interview About
Instances/Events
 An interview is a conversation that is managed in order to bring out the student’s understanding.

An interview about
and Instances/ Event
require 15 to 30
minutes.

The form and the

Knowing about the
sequence of follow-up
type of questions you
questions cannot be
are asking
detailed in advanced

Interviewer must not

be judgemental
Interviewer must
avoid to teach, so
that when a less
satisfactory response
is made, there is
Procedure
temptation to put the
 Variations and Extension

Objects
Written Test
What the Procedure Reveals
Construction of reality from The power of interviews is
student’s experiences can be that they can tap deeper
traced beliefs

Enhance alternative Reveal the quality of a

conception rather than student’s general style of
calling beliefs misconception learning
 SKP6034- ASSESSMENT IN CHEMISTRY

Interview About
Concepts
PRESENTER:IZZATI AMIRA BINTI
ABDULLAH NIZZAR

M20172002094

LECTURER: HAJAH ASMAYATI

BINTI YAHAYA
 DEFINITION
A conversation designed to bring
out the knowledge that a person
has about the concept
Some interviewers may
restrict knowledge to facts
but we recommend extending
them to beliefs and opinions,
strings, images, episodes and
even intellectual and motor
skills if these are relevant to
the concept
 Understanding Concepts

Must have some information in

Improved by having either more
A person’s understanding of a your memory about it
memories, better connections
concept is the set of all memory (specifically – propositions,
between them, and/or more
elements they associate with the strings, images, episodes,
clarity in each element’s
label intellectual skills, and motor
formulation
skills)
 Propositions – facts, Strings – propositions
opinions or beliefs (ex: where order is imperative
“there are many forms (ex: multiplication tables,
of energy”) or scientific laws)

Images – mental Episodes – mental

representations of events
representations of
that you think you
sensory perceptions (ex:
experienced (ex: recalling an
the feel of ‘springiness’) experiment you performed)
PURPOSE OF INTERVIEWS
ABOUT CONCEPTS

To assess a
person’s
understanding

To provide so complete
representation of the
person’s knowledge
There are some general, basic rules for conducting interviews:

The interview Whenever possible,

Interviews should should, if ask people to prepare
preferably be possible, be in advance in some
conducted face- recorded and way and also required
to-face.
transcribed. sensitivity and skills.

The interviewer needs

Ensure that the
questions are worded
in a simple clear
language, free of
unnecessary jargon
to have certain skills;
questioning, probing, Think about the
asking for clarification, sequence of
listening, asking for questions
explanations, posing
alternatives.

Think about the type of

questions you are The interviewer
asking. In general, it is
good to use a mixture of
very straightforward and
need to be alert
to signals that
the respondent
Procedure
more reflective has had enough
questions
[P] Eucalypts are gum trees.
[P] Eucalyptus oil is used for sore muscles. A reworded set is useful as a
[P] Eucalyptus is used in mouthwash. permanent record of the interview and
[P] Eucalyptus is used in lollies. as the basis for scoring.
[I/P] Eucalypts are trees in Australia.
[P] Some eucalypt leaves are narrow.
[P] All eucalypt leaves are curvy.
[P] Some eucalypt trees are taller than others. Much easier to compare the responses of
[P] Eucalypt flowers are hard. two people by looking at the reworded
[E] I drilled a hole in eucalypt flowers, stuck a feather in sets than by listening to their tapes or
them and threw it up and watched it fall.
reading their verbatim transcripts, and it
[P] Branches of eucalypts are usually white.
is much easier to use them when
considering what score to place on the
interview.
Figure shows a reworded set of proportions,
images and episodes derived from transcript of
interview.
 Interview can be
combined with any
What other probes to
dig deeper and
the deeper into the
Proced person’s
knowledge.
ure Interviews can be

Can be directedReveal
open, inviting the
at
person to tell all
any of different
that is known
forms of
about the concept
knowledge- facts,
or specific, in
opinions, images,
which direct
episodes.
questions are
 Scoring of Interviews
About Concept
The accuracy propositions can be taken into account in a second measure,
the proportion of statements that are in accord with reality or authority.

For example:
The respondent’s score on accord = No. of correct propositions x 100
Total no. of propositions

Some propositions reflect a lesser quality understanding, percentage of

precise statements were calculated.

For example:
The precision score = No. of precise propositions x 100 Total
no. of propositions
As integration is a key quality of understanding, reworded sets from
interviews for internal consistency was being calculated.

For example:
Index = 1- no. of contradictory propositions x 100
Total no. of propositions

From reworded set, it can be turned into percentages to give a set of scores
on a dimension variety types of element.

For example:
Score for element proposition = No. of element propositions x 100
Total no. of statements

Index of externality, percentage of propositions involving concepts that are

not central to the target concept.

For example:
Externality score = No. of external concepts in proposition x 100
Total no. of propositions
The degree of interlinking in a reworded set of statements can be determined
roughly by an inspection, which may suffice for many purpose.

A more detailed analysis involves constructing a matrix of the number of

terms pairs of statements have in common.

To give a score in dimension of shape of understanding, use such as the total

number of links or the average number per statement.
Using Interviews In Teaching

Interviews as Interviews also

alternative provide
Advocate the
beliefs and positions for
promotion of
persist in the debates that
question-asking
face of can resolve
by students
contrary opposing views
instruction.
Thank You
For Your
Attention