Development of a Diagnostic Assessment Test to Evaluate Science Misconceptions in Terms of School Grades: A Rasch Measurement Approach

Autor/in	Soeharto, Soeharto
Titel	Development of a Diagnostic Assessment Test to Evaluate Science Misconceptions in Terms of School Grades: A Rasch Measurement Approach
Quelle	In: Journal of Turkish Science Education, 18 (2021) 3, S.351-370 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Soeharto, Soeharto)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1304-6020
Schlagwörter	Grade 12; High School Students; Scientific Attitudes; Misconceptions; Science Education; Psychometrics; Grade 10; Grade 11; Gender Differences; Science Tests; Diagnostic Tests; Multiple Choice Tests; Test Validity; Test Reliability; Scoring; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Missverständnis; Naturwissenschaftliche Bildung; Psychometry; Psychometrie; School year 11; 11. Schuljahr; Schuljahr 11; Geschlechterkonflikt; Diagnostic test; Diagnostischer Test; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Testvalidität; Testreliabilität; Bewertung; Ausland; Indonesien
Abstract	This study aims to evaluate the psychometric properties of the developed diagnostic assessment test and to identify student misconceptions in science in terms of school grades. 153 students were gathered by using random sample from 10th to 12th grade in senior high schools. The 32 items of the two-tier multiple-choice diagnostic test were administered to assess student misconceptions in science using the online system (eDia) and paper-based test. The results confirmed the validity and reliability of the developed test based on Rasch measurement. Student misconceptions in science were found statistically significant among school grades, [F(2, 152) = 10.93, p <0.01]. The 12th-grade students have higher misconceptions than the students at 10th- and 11th-grade. No statistically significant difference was found between boys and girls for all grade level (p> 0.05). The Stepwise multiple regression confirmed that the grades are the predictor of student misconception in science, [F(152) = 10.208, p <0.01], explaining 25,2% variances of student misconception in science. This study gave preliminary evidence that the developed test well measured student misconceptions and evaluated students' misconception in science concepts. (As Provided).
Anmerkungen	Journal of Turkish Science Education. e-mail: editortused@gmail.com; Web site: https://www.tused.org/index.php/tused/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01