The physics secondary education certificate examination: a Maltese case study

Chetcuti, D.A., 1998. The physics secondary education certificate examination: a Maltese case study. PhD, Nottingham Trent University.

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Abstract

This thesis investigates whether examinations are fair and just for all students in Maltese schools within the context of the Physics Secondary Education Certificate. It explores what teachers and students think of the Physics SEC examination, how the teachers' and students' views were reflected in the kind of teaching and learning taking place in the schools and how the examinations impacted on the lives of students and whether there were any differences in gender and class which limited the experiences of students.

The data was obtained from observations and interviews carried out with teachers and students in six Maltese schools representing a girls' and boys' Private School, Junior Lyceum and Area Secondary School. Examination results obtained from the MATSEC Support Unit were also statistically analysed. The study uses these multiple sources of data to explore the complex patterns involved. It is reflective and reflexive throughout and tries to intertwine the subjectivity of the researcher with both the data being collected as well as with the research process itself.

The evidence from the data suggests that assessment practices in Maltese classrooms are still very much grounded within an examination culture. This leads to teaching to the test and shallow learning. While there are no significant gender differences in achievement, type of school related to the differentiated paper system emerges out of the data as being very influential in determining the performance and future opportunities of students.

This indicates that examinations are not fair and just for all students in Maltese schools and points to the need for a new model of educational assessment focusing on positive achievement rather than selection and control. The study suggests how this new model can be implemented within the context of Maltese classrooms taking into consideration the views of the teachers and students involved in assessment.

Item Type:	Thesis
Creators:	Chetcuti, D.A.
Date:	1998
ISBN:	9781369314236
Identifiers:	Number Type PQ10183147 Other
Divisions:	Professional Services > Libraries and Learning Resources
Record created by:	Linda Sullivan
Date Added:	18 Sep 2020 09:11
Last Modified:	26 Jul 2023 10:58
URI:	https://irep.ntu.ac.uk/id/eprint/40792

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