Designing and Validating Assessments of Complex Thinking in Science

Autor/inn/en	Ryoo, Kihyun; Linn, Marcia C.
Titel	Designing and Validating Assessments of Complex Thinking in Science
Quelle	In: Theory Into Practice, 54 (2015) 3, S.238-254 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2015.1044374
Schlagwörter	Secondary School Science; Middle School Students; Science Instruction; Biological Sciences; Science Process Skills; Thinking Skills; Computer Assisted Testing; Scoring Rubrics; Psychometrics; Validity; Energy; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Abwasserbiologie; Denkfähigkeit; Scoring formulas; Auswertungsbogen; Psychometry; Psychometrie; Gültigkeit; Energie
Abstract	Typical assessment systems often measure isolated ideas rather than the coherent understanding valued in current science classrooms. Such assessments may motivate students to memorize, rather than to use new ideas to solve complex problems. To meet the requirements of the Next Generation Science Standards, instruction needs to emphasize sustained investigations, and assessments need to create a detailed picture of students' conceptual understanding and reasoning processes. This article describes the design process and potential for automated scoring of 2 forms of inquiry assessment: Energy Stories and MySystem. To design these assessments, we formed a partnership of teachers, discipline experts, researchers, technologists, and psychometricians to align curriculum, assessments, and rubrics. We illustrate how these items document middle school students' reasoning about energy flow in life science. We used evidence from review by science teachers and experts in the discipline; classroom experiments; and psychometric analysis to validate the assessments, rubrics, and automated scoring (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01