Validation of an Instrument for Measuring Students' Understanding of Interdisciplinary Science in Grades 4-8 over Multiple Semesters: A Rasch Measurement Study

Autor/inn/en	Yang, Yang; He, Peng; Liu, Xiufeng
Titel	Validation of an Instrument for Measuring Students' Understanding of Interdisciplinary Science in Grades 4-8 over Multiple Semesters: A Rasch Measurement Study
Quelle	In: International Journal of Science and Mathematics Education, 16 (2018) 4, S.639-654 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Yang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-017-9805-7
Schlagwörter	Interdisciplinary Approach; Science Instruction; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Item Response Theory; Science Achievement; Raw Scores; Student Surveys; Elementary School Students; Middle School Students + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Item-Response-Theorie; Schülerbefragung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	So far, not enough effort has been invested in developing reliable, valid, and engaging assessments in school science, especially assessment of interdisciplinary science based on the new Next Generation Science Standards (NGSS). Furthermore, previous tools rely mostly on multiple-choice items and evaluation of student outcome is linked only to their raw scores in standardized tests. In addition, educational research on student science achievement always limits in certain grade/subject according to application of raw scores. This study provides a way to design, validate, and further improve an instrument to assess student understanding in interdisciplinary science across grade and time. Meanwhile, student learning growth is investigated. The data are collected from elementary/middle school student survey from an Interdisciplinary Science and Engineering Partnership (ISEP) in Northeastern part of the USA. The results show a generally good quality of instrument through various aspects of empirical evidence, such as dimensionality, model-data-fit, and validity. Finally, student learning growth in understanding interdisciplinary science shows a sharp increase between elementary and middle school. The study sheds light on developing more reliable and valid instruments in assessing student science understanding based on the new standards and it also provides suggestions of implementation in both educational research and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01