共查询到20条相似文献，搜索用时 31 毫秒
1.
Conventional assessment analysis of student results, referred to as rubric-based assessments (RBA), has emphasized numeric scores as the primary way of communicating information to teachers about their students’ learning. In this light, rethinking and reflecting on not only how scores are generated but also what analyses are done with them to inform classroom practices is of utmost importance. Informed by Systemic Functional Linguistics and Latent Dirichlet Allocation analyses, this study utilizes an innovative bilingual (Spanish–English) constructed response assessment of science and language practices for middle and high school students to perform a multilayered analysis of student responses. We explore multiple ways of looking at students’ performance through their written assessments and discuss features of student responses that are made visible through these analyses. Findings from this study suggest that science educators would benefit from a multidimensional model which deploys complementary ways in which we can interpret student performance. This understanding leads us to think that researchers and developers in the field of assessment need to promote approaches that analyze student science performance as a multilayered phenomenon. 相似文献
2.
《Educational Assessment》2013,18(3):257-272
Concern about the education system has increasingly focused on achievement outcomes and the role of assessment in school performance. Our research with fifth and eighth graders in California explored several issues regarding student performance and rater reliability on hands-on tasks that were administered as part of a field test of a statewide assessment program in science. This research found that raters can produce reliable scores for hands-on tests of science performance. However, the reliability of performance test scores per hour of testing time is quite low relative to multiple-choice tests. Reliability can be improved substantially by adding more tasks (and testing time). Using more than one rater per task produces only a very small improvement in the reliability of a student's total score across tasks. These results were consistent across both grade levels, and they echo the findings of past research. 相似文献
3.
In some professions, speed and accuracy are as important as acquired requisite knowledge and skills. The availability of computer-based testing now facilitates examination of these two important aspects of student performance. We found that student response times in a conventional non-speeded multiple-choice test, at both the global and individual question levels, closely approximated lognormal distributions. We propose a new measure, pace, which is derived from the survival function of these distributions for analysis of individual person response times. These pace estimates could be used both to rank and compare students; pace also performed maximally compared to other parameterizations in generalizability and dependability studies. While pace was very weakly related to person ability, there was no detectable relationship to question parameters of shift, natural logarithmic mean, or natural logarithmic standard deviation. That is, pace was a person-dependent, question-independent measure. Pace measurements were also successfully used as covariates in models for estimation of person response time to specified questions and person accuracy in response to specified questions. Thus, the analysis of pace can contribute significantly to comprehensive evaluation of student performance in both the speed and ability domains and is a requisite to best practice in testing and assessment. 相似文献
4.
Gail P. Baxter 《Journal of Science Education and Technology》1995,4(1):21-27
Two methods of assessing student learning of a hands-on instructional unit are compared. One method involves manipulation of concrete materials, and the other method involves manipulation of icons on a computer to solve an electric circuits problem. Sixth-grade students in an inquiry-based science program completed both assessments separated by three weeks. Results indicated that although mean performance was the same for each method, individual student performance varied considerably. Implications for use of computer simulations as an alternative to hands-on assessment are discussed.This research was supported by grants from the National Science Foundation and the Office of the Vice President, University of Michigan. Opinions expressed are those of the author and not necessarily the supporting agencies. 相似文献
5.
Bronwen Cowie Alister Jones Kathrin Otrel-Cass 《International Journal of Science and Mathematics Education》2011,9(2):347-366
International assessment data paints a complex picture of the engagement and achievement of New Zealand students in science.
New Zealand was second only to Finland in the top achievers group in PISA 2006, but it also has one of the widest spreads
in student achievement, particularly in relation to Mori and Pasifika students. Thus, the challenges faced by New Zealand
students, teachers, schools and policy makers resonate with those from elsewhere. New Zealand has a strong research and development
tradition around student ideas in science education, but recently, there has been increased recognition at the policy and
practice level of the importance of both engagement and participation linked to student identity. A sociocultural orientation
to identity has the potential to generate new ways of thinking about and responding to the challenge of engaging students
in science. This orientation involves considering classrooms as sites for students working through the development and performance
of science-related identities, or not. In this paper, three suggestions from long-term research studies are made for ways
forward in addressing the challenge of increasing student engagement and participation through an expansion of the possibilities
for students to express and develop science-related identities. These are reconceptualising assessment, the inclusion of student
funds of knowledge and strategies for breaching the classroom walls. 相似文献
6.
Mihye Won Heiko Krabbe Siv Ling Ley David F. Treagust Hans E. Fischer 《Educational Assessment》2017,22(2):95-110
In this study, we investigated the value of a concept map marking guide as an alternative formative assessment tool for science teachers to adopt for the topic of energy. Eight high school science teachers marked students’ concept maps using an itemized holistic marking guide. Their marking was compared with the researchers’ marking and the scores of a multiple-choice diagnostic test. Statistical analysis revealed that teachers evaluated students’ concept maps consistently, but the concept map scores were only mildly correlated with the multiple-choice test scores. We explored what each assessment method revealed in terms of students’ understanding with one student’s performance as a showcase. Teachers’ views on using the marking guide of concept maps as an assessment tool were also included. We discuss the value of the concept map marking guide as a formative assessment tool for science teachers to create and modify in order to encourage students’ conceptual learning. 相似文献
7.
William W. Cobern David Schuster Betty Adams Brandy Ann Skjold Ebru Zeynep Muğaloğlu Amy Bentz 《International Journal of Science Education》2013,35(13):2265-2288
A critical aspect of teacher education is gaining pedagogical content knowledge of how to teach science for conceptual understanding. Given the time limitations of college methods courses, it is difficult to touch on more than a fraction of the science topics potentially taught across grades K-8, particularly in the context of relevant pedagogies. This research and development work centers on constructing a formative assessment resource to help expose pre-service teachers to a greater number of science topics within teaching episodes using various modes of instruction. To this end, 100 problem-based, science pedagogy assessment items were developed via expert group discussions and pilot testing. Each item contains a classroom vignette followed by response choices carefully crafted to include four basic pedagogies (didactic direct, active direct, guided inquiry, and open inquiry). The brief but numerous items allow a substantial increase in the number of science topics that pre-service students may consider. The intention is that students and teachers will be able to share and discuss particular responses to individual items, or else record their responses to collections of items and thereby create a snapshot profile of their teaching orientations. Subsets of items were piloted with students in pre-service science methods courses, and the quantitative results of student responses were spread sufficiently to suggest that the items can be effective for their intended purpose. 相似文献
8.
Generic problem-solving skills have been identified as one of the key competencies valued by professional programmes, university students and their future employers. A lack of widely available and simple testing tools prevents assessment of the development of student problem-solving skills. As part of a research study, a generic problem-solving test was administered to 130 third-year science students during three consecutive years. A comparison between the scores students achieved in this test with their six academic marks obtained in this course showed no significant correlation. Lack of correlation between the problem-solving skill test scores and academic marks of students was confirmed in a larger population of students participating in a campus-wide study of generic problem-solving skills (n = 830). Problem solving and academic performance may represent two independent skill sets of students; testing problem-solving skills of students could be introduced to achieve a more comprehensive evaluation of undergraduate student progress and achievement. 相似文献
9.
Summative and Formative Assessments in Mathematics Supporting the Goals of the Common Core Standards
Alan H. Schoenfeld 《理论付诸实践》2015,54(3):183-194
Being proficient in mathematics involves having rich and connected mathematical knowledge, being a strategic and reflective thinker and problem solver, and having productive mathematical beliefs and dispositions. This broad set of mathematics goals is central to the Common Core State Standards for Mathematics.High-stakes testing often drives instructional practice. In this article, I discuss test specifications and sample assessment items from the two major national testing consortia and the prospects that their assessments will be positive levers for change.For more than 20 years, the Mathematics Assessment Project has focused on the development of assessments that emphasize productive mathematical practices, most recently creating formative assessment lessons (FALs) designed to help teachers build up student understandings through focusing on student thinking while engaging in rich mathematical tasks. This article describes our recent work. 相似文献
10.
Louis Volante 《Interchange》2013,44(3-4):169-178
This paper examines policy responses across Canada to international student assessment programs such as the program for international student assessment, trends in international mathematics and science study, and progress in international reading and literacy study. Literature reviewed included refereed and non-refereed journal articles, proceedings from academic conferences, ministry of education research reports and policy documents, books and other monographs, achievement data from various statistical databases, critiques published in newspapers, and other widely disseminated research reports. The comparative analysis suggests a variety of factors influence the nature and degree of policy responses to international comparison testing within various Canadian provinces. 相似文献
11.
《Educational Assessment》2013,18(1):65-83
Accountability for educational quality is a priority at all levels of education. Low-stakes testing is one way to measure the quality of education that students receive and make inferences about what students know and can do. Aggregate test scores from low-stakes testing programs are suspect, however, to the degree that these scores are influenced by low test-taker effort. This study examined the generalizability of a recently developed technique called motivation filtering, whereby scores for students of low motivation are systemically filtered from test data to determine aggregate test scores that more accurately reflect student performance and that can be used for reporting purposes. Across assessment tests in five different content areas, motivation filtering was found to consistently increase mean test performance and convergent validity. 相似文献
12.
Michelle L. Klosterman Troy D. Sadler 《International Journal of Science Education》2013,35(8):1017-1043
This study explored the impact of using a socioscientific issue (SSI) based curriculum on developing science content knowledge. Using a multi‐level assessment design, student content knowledge gains were measured before and after implementation of a three‐week unit on global warming (a prominent SSI) that explored both the relevant science content and the controversy surrounding global warming. Measures of student content knowledge were made using a standards‐aligned content knowledge exam (distal assessment) and a curriculum‐aligned exam (proximal assessment). Data were collected from 108 students enrolled from two schools. Quantitative analysis of the distal assessment indicated that student post‐test scores were statistically significantly different than their pre‐test scores (F = 15.31, p<0.001). Qualitative analyses of student responses from the proximal assessment indicated that students, on average, expressed more accurate, more detailed, and more sophisticated understandings of global warming, the greenhouse effect, and the controversy and challenges associated with these issues following the three‐week unit. Combined results from the proximal and distal assessments explored in this study offer important evidence in supporting the efficacy of using SSI as contexts for science education. In addition to a discussion of the components of an SSI‐based curriculum, this study provides support for the use of SSI as a context for learning science content. 相似文献
13.
Exploring the Use of Audience Response Systems in Secondary School Science Classrooms 总被引：1，自引：1，他引：0
An audience response systems (ARS) allows students to respond to multiple choice questions using remote control devices. Once
the feedback is collected and displayed, the teacher and students discuss misconceptions and difficulties experienced. ARSs
have been extremely popular and effective in higher education science classrooms, although almost no research has been done
at the secondary school level. The purpose of this study was to conduct a detailed formative analysis of the benefits, challenges,
and use of ARSs from the perspective of 213 secondary school science students. Perceived benefits were increased student involvement
(engagement, participation, and attention) and effective formative assessment of student understanding. Perceived challenges
included decreased student involvement and learning when ARSs were used for summative assessment, occasional technological
malfunctions, resistance to using a new method of learning, and increased stress due to time constraints when responding to
questions. Finally, students rated the use of ARSs significantly higher when it was used for formative as opposed to summative
assessment. 相似文献
14.
《Educational Assessment》2013,18(3):201-224
This article discusses an approach to analyzing performance assessments that identifies potential reasons for misfitting items and uses this information to improve on items and rubrics for these assessments. Specifically, the approach involves identifying psychometric features and qualitative features of items and rubrics that may possibly influence misfit; examining relations between these features and the fit statistic; conducting an analysis of student responses to a sample of misfitting items; and finally, based on the results of the previous analyses, modifying characteristics of the items or rubrics and reexamining fit. A mathematics performance assessment containing 53 constructed-response items scored on a holistic scale from 0 to 4 is used to illustrate the approach. The 2-parameter graded response model (Samejima, 1969) is used to calibrate the data. Implications of this method of data analysis for improving performance assessment items and rubrics are discussed as well as issues and limitations related to the use of the approach. 相似文献
15.
Susan W. Palocsay Scott P. Stevens 《Decision Sciences Journal of Innovative Education》2008,6(2):213-232
Web-based homework (WBH) Technology can simplify the creation and grading of assignments as well as provide a feasible platform for assessment testing, but its effect on student learning in business statistics is unknown. This is particularly true of the latest software development of Web-based tutoring agents that dynamically evaluate individual students' skill level and purport to respond with appropriate, targeted teaching to improve learning efficiency. In this article, we compare traditional, textbook-based homework assignments with three systems of WBH for undergraduate business statistics courses: ALEKS, PH Grade Assist, and custom-made online quizzes in Blackboard. These systems represent a range of media from artificial intelligence–based tutoring to instructor-controlled objective testing. Using a common assessment test, we compare the performance of students taught with these different systems. Our study finds, as we anticipated, that student performance depends significantly upon teacher experience and student academic competence. Once these factors are controlled for, however, the technique used to deliver homework makes little difference in student success. In contrast to other published research, we do not find any advantage to automated tutoring and identify some limitations of this approach based on both instructor and student feedback. 相似文献
16.
Sara J. Finney Donna L. Sundre Matthew S. Swain Laura M. Williams 《Educational Assessment》2016,21(1):60-87
Accountability mandates often prompt assessment of student learning gains (e.g., value-added estimates) via achievement tests. The validity of these estimates have been questioned when performance on tests is low stakes for students. To assess the effects of motivation on value-added estimates, we assigned students to one of three test consequence conditions: (a) an aggregate of test scores is used solely for institutional effectiveness purposes, (b) personal test score is reported to the student, or (c) personal test score is reported to faculty. Value-added estimates, operationalized as change in performance between two testing occasions for the same individuals where educational programming was experienced between testing occasions, were examined across conditions, in addition to the effects of test-taking motivation. Test consequences did not impact value-added estimates. Change in test-taking motivation, however, had a substantial effect on value-added estimates. In short, value-added estimates were attenuated due to decreased motivation from pretest to posttest. 相似文献
17.
This study aimed to compare student science performance between hands-on and traditional item types by investigating the item type effect and the interaction effect between item type and science content domain. In Shanghai, China, 2404 ninth-graders from six urban junior high schools took part in the study. The partial credit many-facet Rasch measurement analysis was used to examine the instrument's quality and investigate the item type effect and the interaction effect. The results showed that the traditional item type was significantly more difficult for participants than the hands-on item type, exhibiting a moderate-to-large effect size. Moderate or large interaction effects of an item type with a specific content domain on student science performance were also detected. Students performed better on some science content domains with a particular item type (either hands-on or traditional). Implications for assessment developers and science instructors were also discussed. 相似文献
18.
19.
We have designed a model for transformational science teaching focused on linking theory and practice through curriculum decision making that has been the framework for professional development sessions for middle-grade science teachers during the past 5 years. Interviews with teachers revealed that their experiences with curriculum development were of significant value in making decisions concerning the design of classroom environments. As teachers reflected on current research about teaching and learning, in collaboration with university scientists and science educators, they were informed by theoretical perspectives which held implications for their practice. Curriculum development became a vehicle for professional development and school reform; however, it was vital that the teachers were in clear communication with their administrators and communities concerning reform issues. Students and teachers from schools implementing the model and from control sites were interviewed to determine the model's influence on instructional practices and student attitude and achievement in science. The five-phase model for transformational science teaching is discussed here, accompanied by teacher comments about tensions experienced at each phase. This discussion is followed by an analysis of teacher and student interview data that reveals teachers' use of instructional strategies and students' attitudes toward science. Results and analysis of student performance on a mandated end-of-grade science test are also included. From this evidence, we recommend a new design for professional development opportunities for teachers that engages them in decision making as they reflect about the connections between theory and practice and the value of continually testing, revising, and reevaluating curriculum and instructional issues. J Res Sci Teach 34: 773–789, 1997. 相似文献
20.
The aim of this study was to develop a reliable and valid group test that would evaluate some of the science problem-solving skills of children in grades one, two, and three. The primary grade children used in this study were from three different socio-economic areas: Area I has been described as a low-income urban section; Area II is characterized as a middle-income outlying-urban area; and Area III is a high-income suburban region. The problem-solving skills identified for use in this instrument are: (1) the ability to recognize the problem presented; (2) an understanding of science principles needed to solve the problem; (3) the ability to collect data; and (4) the ability to reason with “if-then” statements. The findings from the preliminary testing were used to clarify ambiguities in test directions and format and to calculate the difficulty and discrimination of each test item. After an item-by-item analysis of student performance, a final form of the instrument was constructed. The data from this final form was used to determine time limits, scoring procedures, test validity, reliability, and norms. 相似文献