The Effect of Test Administration Modes in the Assessment of the Next Generation Science Standards

Literaturnachweis - Detailanzeige

Trefferliste

Autor/in	Chi, Shaohui
Titel	The Effect of Test Administration Modes in the Assessment of the Next Generation Science Standards
Quelle	(2018), (185 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, State University of New York at Buffalo
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4380-4928-4
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; Testing; Science Education; Academic Standards; Junior High School Students; Grade 9; Performance Based Assessment; Test Validity; Test Reliability; Science Tests; Gender Differences; China + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; Testdurchführung; Testen; Naturwissenschaftliche Bildung; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; School year 09; 9. Schuljahr; Schuljahr 09; Leistungsermittlung; Testvalidität; Testreliabilität; Geschlechterkonflikt
Abstract	The Performance Expectations described in the Next Generation Science Standards (NGSS) pose significant challenges for assessment design. Multiple models of assessments, including paper-and-pencil and hands-on based performance assessments, can be utilized to assess student competency while applying scientific and engineering practices, in the context of disciplinary core ideas and crosscutting concepts. However, the unique features of different assessments may lead to test mode effects. Accordingly, there is an urgent need for empirical studies on the comparability and score equivalency of these different test modes. This study aims to develop a measurement instrument involving two test administration modes (i.e., a paper-and-pencil test and a hands-on based test), for measuring students' proficiencies in science, as expected in the NGSS (Achieve, 2013). Additionally, this study aims to validate the instrument measures, and to investigate the test administration mode effects, as well as interaction effects between trait and mode, gender and trait/mode. The instrument was developed through pilot-testing, followed by field-testing. The field testing took place in Jiangsu, China, and involved 2604 ninth graders from four Jiangsu-area junior high schools. Each participant completed both the paper-based test and the hands-on based test. The Many-Facet partial credit Rasch model was applied to the field test data, in order to establish evidence of the validity and reliability of the instrument measures, and to investigate the test administration mode effects and interaction effects. The results indicated that measures from this instrument are reasonably valid and reliable, and thus are appropriate for assessing students' competencies in science, reflecting the integration of the three dimensions envisioned by the National Research Council Framework and the NGSS. The findings also indicated that there are significant test administration mode effects and interaction effects between mode and trait, gender and mode/trait. Students' preference for a certain test mode, and their prior experience in taking hands-on based tests, can also significantly impact their hands-on based test performance. The implication for assessment designers is that providing students with varied opportunities through multiple modes of assessment is a necessity, if they are to demonstrate their three-dimensional integrated knowledge. But while designing the assessment, designers not only need to pay attention to the equivalency and comparability among different modes of testing modes---they also need to keep in mind that certain concepts, core ideas, or practices might only be appropriately measured by certain test modes, as opposed to all of the test modes. We also recommend using Many-facet Rasch modeling measurement, which has advantage of keeping student and item estimates independent of the test modes. As to the implications for educators: they should provide students with opportunities to conduct inquiry-based activities, such as spending time in the laboratory doing experiments, and they should ensure that students be given a variety of assessments--including both paper-and-pencil and hands-on assessments--to evaluate their science competencies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01