The procedure for designing physics competency evaluation questions for the "Description of motion" - Physics 10 in line with the 2025 graduation examination standards

Abstract

In early 2025, the high school graduation examination framework will be revised, necessitating that student evaluation process emphasizes the assessment of competencies rather than only evaluating knowledge. Developing a system of inquiries to assess ability by the 2018 general education curriculum is essential. This study presents a methodology for creating a question system to evaluate student physical capabilities in the "Description of Motion" segment of Physics 10 while concurrently assessing the viability and efficacy of this question system in the context of high school graduation exam preparation. The question framework is structured around three cognitive levels, Knowledge, Comprehension, and Application, to evaluate the elements of physics ability. Following evaluations involving 138 students and 19 instructors, the question system received significant commendation for its practicality and efficacy in measuring competence. Notwithstanding their complexity, the inquiries at the Application level have facilitated the development of critical thinking and practical problem-solving abilities among students. This approach is also appropriate for the new high school graduation examination framework, facilitating improved student preparation for the assessment. Thus, the research validated that creating a varied questioning framework based on three cognitive levels effectively enhances students' competencies. Simultaneously, it is vital to continue researching and broadening the question system for other contents and courses inside the general education curriculum to guarantee that students may holistically develop their abilities.