Development and Validation of the Learning Progression-Based Assessment of Modern Genetics in a High School Context.

Autor/inn/en	Todd, Amber; Romine, William L.; Cook Whitt, Katahdin
Titel	Development and Validation of the Learning Progression-Based Assessment of Modern Genetics in a High School Context.
Quelle	In: Science education, 101 (2017) 1, S. 32-65Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326; 1098-237X
DOI	10.1002/sce.21252
Schlagwörter	Biologieunterricht; Genetik; Lernverhalten; Lehr-Lern-Forschung; Lehr-Lern-Forschung; Lernprozess; Lernverhalten; Genetischer Unterricht; Biologieunterricht; Genetik
Abstract	We describe the development, validation, and use of the Learning Progression-Based Assessment of Modern Genetics (LPA-MG) in a high school biology context. Items were constructed based on a current learning progression framework for genetics (Shea & Duncan, 2013; Todd & Kenyon, 2015). The 34-item instrument, which was tied to 12 constructs within the genetics learning progression, was administered to 65 high school students at three time points (pre, middle, and post) across a 23-week period of instruction. The LPA-MG, its 12 constructs, and 34 items demonstrated high reliability and construct validity with respect to the Rasch model and indicated by satisfactory fit. Furthermore, it demonstrated utility in providing both quantitative and qualitative information about how students moved along each construct. Using a repeated measures ANOVA design, we found that students made gains across the 23 weeks that were both large and significant at the 95% confidence level. Students also moved along each construct in qualitatively meaningful ways during the 23 weeks of instruction.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2020/3