The Role of Disciplinary Core Ideas and Practices in the Complexity of Large-Scale Assessment Items

Autor/inn/en	Gotwals, Amelia Wenk; Hokayem, Hayat; Song, Tian; Songer, Nancy Butler
Titel	The Role of Disciplinary Core Ideas and Practices in the Complexity of Large-Scale Assessment Items
Quelle	In: Electronic Journal of Science Education, 17 (2013) 1, (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1087-3430
Schlagwörter	Ecology; Science Instruction; Evaluation; Difficulty Level; Test Items; Achievement Tests; Elementary Secondary Education; Mathematics Tests; Mathematics Achievement; Foreign Countries; International Assessment; Science Achievement; Science Tests; National Competency Tests; Correlation; Multiple Regression Analysis; Scoring Rubrics; Trends in International Mathematics and Science Study; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Ökologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Evaluierung; Schwierigkeitsgrad; Test content; Testaufgabe; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Korrelation; Scoring formulas; Auswertungsbogen
Abstract	The Framework for K-12 Science Education (NRC, 2011) outlines core disciplinary ideas, scientific practices and cross-cutting ideas as dimensions on which to base science education. This study outlines the use of core ecological ideas and two scientific practices as a way to examine the cognitive complexity of released large-scale assessment items in Ecology. We present results from analysis of 212 released items from state, national and international sources and compare the types of core ecological ideas and scientific practices required to successfully complete these assessment tasks. We administered a subset of items to students to examine how well our rubric was aligned with students' interactions with the items. Our findings indicate that different sources of items have different proportions of item formats and have items designed to elicit different types of core ideas and practices from students. The analysis of students' responses to items indicates that using a framework of core ecological ideas and scientific practices provide a good indication of item difficulty. However, this paper highlights several instances where the coding of items does not match students' responses to items and we analyze possible reasons for the discrepancies -- including both item design flaws and opportunity to learn. (As Provided).
Anmerkungen	Southwestern University and Texas Christian University. TCU Box 297900, Fort Worth, TX 76129. Tel: 817-257-6115; e-mail: ejse@southwestern.edu; Web site: http://ejse.southwestern.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01