Supporting the Interpretive Validity of Student-Level Claims in Science Assessment with Tiered Claim Structures

Autor/inn/en	Student, Sanford R.; Gong, Brian
Titel	Supporting the Interpretive Validity of Student-Level Claims in Science Assessment with Tiered Claim Structures
Quelle	In: Educational Measurement: Issues and Practice, 41 (2022) 4, S.68-78 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Student, Sanford R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-1745
DOI	10.1111/emip.12523
Schlagwörter	Science Tests; Test Validity; Test Items; Test Construction; Scores; Standards; Measurement; Summative Evaluation; Test Results + Suchen Sie Ihr Suchwort? Testvalidität; Test content; Testaufgabe; Testaufbau; Standard; Messverfahren
Abstract	We address two persistent challenges in large-scale assessments of the Next Generation Science Standards: (a) the validity of score interpretations that target the standards broadly and (b) how to structure claims for assessments of this complex domain. The NGSS pose a particular challenge for specifying claims about students that evidence from summative assessments can support. As a solution, we propose tiered claims, which explicitly distinguish between claims about what students have done or can do on test items--which are typically easier to support under current test designs--and claims about what students could do in the broader domain of performances described by the standards, for which novel evidence is likely required. We discuss the positive implications of tiered claims for test construction, validation, and reporting of results. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01