Developing NGSS-Aligned Tasks to Assess Elementary School Students' Ability to Explain Energy-Related Phenomena

Autor/inn/en	Herrmann-Abell, Cari F.; Hardcastle, Joseph; DeBoer, George E.
Titel	Developing NGSS-Aligned Tasks to Assess Elementary School Students' Ability to Explain Energy-Related Phenomena
Quelle	(2020), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Herrmann-Abell, Cari F.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Energy; Scientific Concepts; Concept Formation; Elementary School Students; Persuasive Discourse; Logical Thinking; Scoring Rubrics; Middle School Students; High School Students; Student Evaluation; Alignment (Education); Test Validity; Test Reliability + Suchen Sie Ihr Suchwort? Energie; Concept learning; Begriffsbildung; Persuasion; Persuasive Kommunikation; Scoring formulas; Auswertungsbogen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Schulnote; Studentische Bewertung; Testvalidität; Testreliabilität
Abstract	We have developed assessment tasks aligned to NGSS that require students to use practices along with disciplinary core ideas to make sense of energy-related phenomena. In this paper, we present an analysis of field test data and feedback from expert reviewers on the validity and reliability of a set of elementary school tasks. These tasks focused on assessing students' ability to write explanations or arguments about energy-related phenomena. Field test data were scored using rubrics based on the claim, evidence, reasoning (CER) framework. Using Rasch modeling, we evaluated the reliability of the task's rubric categories. We found that rubric categories fit well to the Rasch model. Categories were found to cluster in a hierarchy of difficulty in which reasoning and applying science idea categories were more difficult than evidence, which were more difficult than claim. The observed hierarchy in difficulty of CER categories is consistent with other studies and validates the tasks as measures of the CER framework. In addition, a panel of experts agreed that the tasks were aligned to the targeted NGSS practices and ideas. Overall, our results show that our procedure for task development resulted in valid and reliable NGSS-aligned assessment tasks. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01