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1.
The potential of computer-based assessments for capturing complex learning outcomes has been discussed; however, relatively little is understood about how to leverage such potential for summative and accountability purposes. The aim of this study is to develop and validate a multimedia-based assessment of scientific inquiry abilities (MASIA) to cover a more comprehensive construct of inquiry abilities and target secondary school students in different grades while this potential is leveraged. We implemented five steps derived from the construct modeling approach to design MASIA. During the implementation, multiple sources of evidence were collected in the steps of pilot testing and Rasch modeling to support the validity of MASIA. Particularly, through the participation of 1,066 8th and 11th graders, MASIA showed satisfactory psychometric properties to discriminate students with different levels of inquiry abilities in 101 items in 29 tasks when Rasch models were applied. Additionally, the Wright map indicated that MASIA offered accurate information about students’ inquiry abilities because of the comparability of the distributions of student abilities and item difficulties. The analysis results also suggested that MASIA offered precise measures of inquiry abilities when the components (questioning, experimenting, analyzing, and explaining) were regarded as a coherent construct. Finally, the increased mean difficulty thresholds of item responses along with three performance levels across all sub-abilities supported the alignment between our scoring rubrics and our inquiry framework. Together with other sources of validity in the pilot testing, the results offered evidence to support the validity of MASIA.  相似文献   

2.
采用引导性和开放性探究任务,评价1200名初三学生的科学探究能力,以研究在两类任务情境中科学探究能力评价的差异及适切性。研究发现,引导性探究任务没有构成一个产生式系统,它适合于评价初级的离散科学探究能力;开放性探究任务构成一个复杂的产生式系统,它适合于评价高级的完整科学探究能力。这些发现表明,在科学探究能力评价中,开放程度不同的探究任务有各自的适用情况不能相互替代。  相似文献   

3.
Judith Lederman  Norman Lederman  Selina Bartels  Juan Jimenez  Mark Akubo  Shereen Aly  Chengcheng Bao  Estelle Blanquet  Ron Blonder  Mariana Bologna Soares de Andrade  Catherine Buntting  Mustafa Cakir  Heba EL-Deghaidy  Ahmed ElZorkani  Estelle Gaigher  Shuchen Guo  Arvi Hakanen  Soraya Hamed Al-Lal  Cigdem Han-Tosunoglu  Annemarie Hattingh  Anne Hume  Serhat Irez  Gillian Kay  Ozgur Kivilcan Dogan  Kerstin Kremer  Pi-Chu Kuo  Jari Lavonen  Shu-Fen Lin  Cheng Liu  Enshan Liu  Shiang-Yao Liu  Bin Lv  Rachel Mamlok-Naaman  Christine McDonald  Irene Neumann  Yaozhen Pan  Eric Picholle  Ana Rivero García  Carl-Johan Rundgren  David Santibáñez-Gómez  Kathy Saunders  Renee Schwartz  Frauke Voitle  Jakob von Gyllenpalm  Fangbing Wei  Jocelyn Wishart  Zhifeng Wu  Huang Xiao  Yalcin Yalaki  Qiaoxue Zhou 《科学教学研究杂志》2019,56(4):486-515
Although understandings of scientific inquiry (as opposed to conducting inquiry) are included in science education reform documents around the world, little is known about what students have learned about inquiry during their elementary school years. This is partially due to the lack of any assessment instrument to measure understandings about scientific inquiry. However, a valid and reliable assessment has recently been developed and published, Views About Scientific Inquiry (VASI; Lederman et al. [2014], Journal of Research in Science Teaching, 51, 65–83). The purpose of this large-scale international project was to collect the first baseline data on what beginning middle school students have learned about scientific inquiry during their elementary school years. Eighteen countries/regions spanning six continents including 2,634 students participated in the study. The participating countries/regions were: Australia, Brazil, Chile, Egypt, England, Finland, France, Germany, Israel, Mainland China, New Zealand, Nigeria, South Africa, Spain, Sweden, Taiwan, Turkey, and the United States. In many countries, science is not formally taught until middle school, which is the rationale for choosing seventh grade students for this investigation. This baseline data will simultaneously provide information on what, if anything, students learn about inquiry in elementary school, as well as their beginning knowledge as they enter secondary school. It is important to note that collecting data from all of the approximately 200 countries globally was not humanly possible, and it was also not possible to collect data from every region of each country. The results overwhelmingly show that students around the world at the beginning of grade seven have very little understandings about scientific inquiry. Some countries do show reasonable understandings in certain aspects but the overall picture of understandings of scientific inquiry is not what is hoped for after completing 6 years of elementary education in any country.  相似文献   

4.
基于工作单的科学探究能力评价的有效性研究   总被引：1，自引：0，他引：1  
分别用现场观察和工作单来评价178名初三学生的科学探究能力,以研究工作单对现场观察的替代性,即工作单对科学探究能力评价的有效性。研究发现,工作单的三个探究任务,甚至一个探究任务,或工作单三个探究任务的进行实验要素集合、概括结论要素集合能替代现场观察等。这些发现表明了工作单能有效替代现场观察,意味着工作单能有效评价科学探究能力。  相似文献   

5.
To date, assessment validity research on non-native English speaking students in the United States has focused exclusively on those who are presently English language learners (ELLs). However, little, if any, research has been conducted on two other sizable groups of language minority students: (a) bilingual or multilingual students who were already English proficient when they entered the school system (IFEPs), and (b) former English language learners, those students who were once classified as ELLs but are now reclassified as being English proficient (RFEPs). This study investigated the validity of several standards-based assessments in mathematics and science for these two student groups and found a very high degree of score comparability, when compared with native English speakers, for the IFEPs, whereas a moderate to high degree of score comparability was observed for the RFEPs. Thus, test scores for these two groups on the assessments we studied appear to be valid indicators of their content knowledge, to a degree similar to that of native English speakers.  相似文献   

6.
Although researchers call for inquiry learning in science, science assessments rarely capture the impact of inquiry instruction. This paper reports on the development and validation of assessments designed to measure middle-school students’ progress in gaining integrated understanding of energy while studying an inquiry-oriented curriculum. The assessment development was guided by the knowledge integration framework. Over 2 years of implementation, more than 4,000 students from 4 schools participated in the study, including a cross-sectional and a longitudinal cohort. Results from item response modeling analyses revealed that: (a) the assessments demonstrated satisfactory psychometric properties in terms of reliability and validity; (b) both the cross-sectional and longitudinal cohorts made progress on integrating their understanding energy concepts; and (c) among many factors (e.g. gender, grade, school, and home language) associated with students’ science performance, unit implementation was the strongest predictor.  相似文献   

7.
In this study, an instructional design model, based on the computational experiment approach, was employed in order to explore the effects of the formative assessment strategies and scientific abilities rubrics on students’ engagement in the development of inquiry-based pedagogical scenario. In the following study, rubrics were used during the model development, based on prompts provided to students during the development of their models. Our results indicate that modelling is a process that needs sequencing and instructional support, in the form of rubrics, focused on the scientific abilities needed for the inquiry process. In this research, eighty (80) prospective primary school teachers participated, and the results of the research indicate that the development of inquiry-based scenario is strongly affected by the scientific abilities rubrics.  相似文献   

8.
A large number of American elementary school students are now studying science using the hands‐on inquiry curricula developed in the 1990s: Insights; Full Option Science System (FOSS); and Science and Technology for Children (STC). A goal of these programs, echoed in the National Science Education Standards, is that children should gain “abilities to do scientific inquiry” and “understanding about scientific inquiry.” We have studied the degree to which students can do inquiries by using four hands‐on performance assessments, which required one or three class periods. To be fair, the assessments avoided content that is studied in depth in the hands‐on programs. For a sample of about 1000 fifth grade students, we compared the performance of students in hands‐on curricula with an equal number of students with textbook curricula. The students were from 41 classrooms in nine school districts. The results show little or no curricular effect. There was a strong dependence on students' cognitive ability, as measured with a standard multiple‐choice instrument. There was no significant difference between boys and girls. Also, there was no difference on a multiple‐choice test, which used items released from the Trends in International Mathematics and Science Study (TIMSS). It is not completely clear whether the lack of difference on the performance assessments was a consequence of the assessments, the curricula, and/or the teaching. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 467–484, 2006  相似文献   

9.
基于公平视角的科学探究能力评价研究   总被引：2，自引：0，他引：2  
采用纸笔测验、工作单和现场观察评价178名初三学生的科学探究能力,以研究不同评价方式对不同学生群体的公平性问题。结果发现,男生和女生、场独立型和场依存型的学生、不同物理成绩的学生与工作单和现场观察没有交互作用,但与纸笔测验和工作单(或现场观察)都有一定交互作用。这些发现表明,为了让所有学生公平地展示科学探究能力,应该综合采用纸笔测验、工作单和现场观察等评价方式。  相似文献   

10.
In order to promote scientific inquiry in secondary schooling in Taiwan, the study developed a computer-based inquiry curriculum (including structured and guided inquiry units) and investigated how the curriculum influenced students’ science learning. The curriculum was implemented in 5 junior secondary schools in the context of a weeklong summer science course with 117 students. We first used a multi-level assessment approach to evaluate the students’ learning outcomes with the curriculum. Then, a path analysis approach was adopted for investigating at different assessment levels how the curriculum as a whole and how different types of inquiry units affected the students’ development of conceptual understandings and inquiry abilities. The results showed that the curriculum was effective in enhancing the students’ conceptual knowledge and inquiry abilities in the contexts of the six scientific topics. After the curriculum, they were able to construct interconnected scientific knowledge. The path diagrams suggested that, due to different instructional designs, the structured and guided inquiry units appeared to support the students’ learning of the topics in different ways. More importantly, they demonstrated graphically how the learning of content knowledge and inquiry ability mutually influenced one another and were reciprocally developed in a computer-based inquiry learning environment.  相似文献   

11.
Science education needs valid, authentic, and efficient assessments. Many typical science assessments primarily measure recall of isolated information. This paper reports on the validation of assessments that measure knowledge integration ability among middle school and high school students. The assessments were administered to 18,729 students in five states. Rasch analyses of the assessments demonstrated satisfactory item fit, item difficulty, test reliability, and person reliability. The study showed that, when appropriately designed, knowledge integration assessments can be balanced between validity and reliability, authenticity and generalizability, and instructional sensitivity and technical quality. Results also showed that, when paired with multiple‐choice items and scored with an effective scoring rubric, constructed‐response items can achieve high reliabilities. Analyses showed that English language learner status and computer use significantly impacted students' science knowledge integration abilities. Students who took the assessment online, which matched the format of content delivery, performed significantly better than students who took the paper‐and‐pencil version. Implications and future directions of research are noted, including refining curriculum materials to meet the needs of diverse students and expanding the range of topics measured by knowledge integration assessments. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1079–1107, 2011  相似文献   

12.
This paper reports on the reality of classroom‐based inquiry learning in science, from the perspectives of high school students and their teachers, under a national curriculum attempting to encourage authentic scientific inquiry (as practiced by scientists). A multiple case study approach was taken, utilising qualitative research methods of unobtrusive observation, semi‐structured interviews and document analysis. The findings showed purposeful and focused learning occurring, but students were acquiring a narrow view of scientific inquiry where the thinking was characteristically rote and low‐level. The nature of this learning was strongly influenced by curriculum decisions made by classroom teachers and science departments in response to the assessment requirements of a high stakes national qualification. As a consequence of these decisions, students experienced structured teaching programmes in which they were exposed to programme content that limited the range of methods that scientists use to fair testing and to pedagogies that were substantially didactic in nature. In addition, the use of planning templates and exemplar assessment schedules tended to reduce student learning about experimental design to an exercise in “following the rules” as they engaged in closed rather than open investigations. Thus, the resulting student learning was mechanistic and superficial rather than creative and critical, counter to the aims of the national curriculum policy that is intent on promoting students’ knowledge and capabilities in authentic scientific inquiry.  相似文献   

13.
Grounded in Hallidayan perspectives on academic language, we report on our development of an educative science assessment as one component of the language-rich inquiry science for English-language learners teacher professional learning project for middle school science teachers. The project emphasizes the role of content-area writing to support teachers in diagnosing their students’ emergent understandings of science inquiry practices, science content knowledge, and the academic language of science, with a particular focus on the needs of English-language learners. In our current school policy context, writing for meaningful purposes has received decreased attention as teachers struggle to cover large numbers of discrete content standards. Additionally, high-stakes assessments presented in multiple-choice format have become the definitive measure of student science learning, further de-emphasizing the value of academic writing for developing and expressing understanding. To counter these trends, we examine the implementation of educative assessment materials—writing-rich assessments designed to support teachers’ instructional decision making. We report on the qualities of our educative assessment that supported teachers in diagnosing their students’ emergent understandings, and how teacher–researcher collaborative scoring sessions and interpretation of assessment results led to changes in teachers’ instructional decision making to better support students in expressing their scientific understandings. We conclude with implications of this work for theory, research, and practice.  相似文献   

14.
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15.
In two studies, we investigated the extent to which research using case vignettes of fictitious students is able to yield research results that are ecologically valid representations of teachers' assessments of students' educational achievement in their real classrooms. The type of assessment was teachers' tracking decisions from primary to secondary school. In Study 1, which was conducted in the German educational system, teachers decided which secondary school track their own students would attend and were subsequently confronted with the same decision for fictitious students described in vignettes. Study 2 was a replication in the Luxembourgish educational system. Ordinal and logistic regression models were used to compare decision making in the two conditions of actual students versus case vignettes. No major differences were found between the two conditions. Results are discussed with respect to the ecological validity of research designs that use case vignettes.  相似文献   

16.
The evaluative dimensions students used in assessing their academic self-concept were correlated with judgmental dimensions students utilized in evaluating teachers by means of a stepwise multiple regression analysis. All students evaluated themselves as students in terms of academic skill and ability, interpersonal effectiveness, and quality of scholastic involvement. College students also evaluated themselves on self-confidence and style of intellectual inquiry, while high school students evaluated themselves on their tolerance. All students judged teachers on the dimensions of student/teacher rapport, communicative style, instructional style, and stimulation. Dimensions of student academic self-concept were significantly related to students' judgments of teaching: student interpersonal effectiveness was found to be the most significant overall predictor of high school students' attitudes toward teachers, whereas a student's assessment of his academic abilities was the major predictive variable among college students. Student sex was not a significant predictor of students' attitudes toward teachers except for the dimension of student/teacher rapport among college students, with females rating teachers significantly higher on this dimension than males.  相似文献   

17.
The purpose of this mixed‐method study was to investigate the changes in high school students' perceptions of fluency with innovative technologies (IT) and the levels of students' scientific inquiry abilities as a result of engaging students in long‐term scientific research projects focusing on community‐based environmental issues. Over a span of 3 years, a total of 125 ninth‐ through twelfth‐grade students participated in this study. A project‐specific Likert‐scale survey consisting of three parts (fluency with All Technologies, GPS/GIS, and CBL2/EasyData) was administered to all students as a pre‐ and post‐test. At the end of the study, 45 students were randomly interviewed and asked to elaborate on the changes in their perceptions of fluency with IT. The results indicated statistically significant increases (p < 0.001) in students' perceptions of their fluency with IT. Qualitative analysis of students' interview results corroborated the statistical findings of students' changes in perceptions of their fluency with IT. Students' research papers based on the environmental studies conducted at the interface of classroom and community were analyzed using the Scientific Inquiry Rubrics, which consist of 11 criteria developed by the researchers. Results indicated the students' abilities to conduct scientific inquiry for 7 out of 11 criteria were at the proficient level. This study clearly points to the correlation between the development of IT fluency and ability levels to engage in scientific inquiry based on respective competencies. Ultimately, this research study recommends that students' IT fluency ought to be developed and assessed concurrently with an emphasis on contemporary higher order scientific inquiry abilities. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 48: 94–116, 2011  相似文献   

18.
Design activities, when embedded in an inquiry cycle and appropriately scaffolded and supplemented with reflection, can promote the development of the habits of mind (scientific abilities) that are an important part of scientific practice. Through the Investigative Science Learning Environment (ISLE), students construct physics knowledge by engaging in inquiry cycles that replicate the approach used by physicists to construct knowledge. A significant portion of student learning occurs in ISLE instructional labs where students design their own experiments. The labs provide an environment for cognitive apprenticeship enhanced by formative assessment. As a result, students develop interpretive knowing that helps them approach new problems as scientists. This article describes a classroom study in which the students in the ISLE design lab performed equally well on traditional exams as ISLE students who did not engage in design activities. However, the design group significantly outperformed the non-design group while working on novel experimental tasks (in physics and biology), demonstrating the application of scientific abilities to an inquiry task in a novel content domain. This research shows that a learning environment that integrates cognitive apprenticeship and formative assessment in a series of conceptual design tasks provides a rich context for helping students build scientific habits of mind.  相似文献   

19.
This study compared different stakeholders' perceived validity of various indicators of student learning used to judge the quality of students' academic performance. Data were gathered from the questionnaire responses of 314 educators in three states that have implemented comprehensive state-wide assessment programs with high-stakes consequences both for educators and for students. MANOVA results showed that while educators generally hold similar perceptions, significant differences exist between school administrators and teachers. Administrators perceived the results from nationally normed standardized assessments, state assessments, and district assessments to be more valid indicators of student achievement than did teachers. In contrast, teachers granted more validity to classroom observations and homework completion and quality than did administrators. The implications of these differences for reform initiatives are discussed, particularly with regard to teachers' motivation to improve results.  相似文献   

20.
PISA评价是目前世界上最有影响力的国际学生评价项目之一,它的突出特点是评价义务教育将近结束时学生学习的总结果.评价的内容主要是生活所需要的基本知识和技能:阅读素养、数学素养、科学素养以及问题解决能力.此外,还收集学生的学习态度、学习策略、家庭背景以及学校因素等影响学生表现的背景信息.PISA评价的结果具有高度的可比性、可信性和有效性,能为教育改革和发展提供有益的启示.  相似文献   

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