Do Difficulty Levels Matter for Graphical Literacy? A Performance Assessment Study with Authentic Graphs

Autor/inn/en	Ring, Malte; Brahm, Taiga; Randler, Christoph
Titel	Do Difficulty Levels Matter for Graphical Literacy? A Performance Assessment Study with Authentic Graphs
Quelle	In: International Journal of Science Education, 41 (2019) 13, S.1787-1804 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ring, Malte) ORCID (Brahm, Taiga) ORCID (Randler, Christoph)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2019.1640915
Schlagwörter	Graphs; Difficulty Level; Data Interpretation; Test Items; Grade 8; Student Motivation; Academic Achievement; Student Interests; Foreign Countries; Secondary School Students; Sustainable Development; Prior Learning; German; Mathematics Achievement; Native Language; Adolescents; Reading Skills; Scientific Concepts; Germany + Suchen Sie Ihr Suchwort? Grafische Darstellung; Schwierigkeitsgrad; Data evaluation; Datenauswertung; Test content; Testaufgabe; School year 08; 8. Schuljahr; Schuljahr 08; Schulische Motivation; Schulleistung; Studieninteresse; Ausland; Sekundarschüler; Nachhaltige Entwicklung; Vorkenntnisse; Deutscher; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Reading skill; Lesefertigkeit; Deutschland
Abstract	In science, graphs are used to visualise data, relationships and scientific principles. Basic graph reading operations, i.e. reading single data points, recognising trends as well as conducting small extrapolations from the data are important skills for pupils and lay the groundwork for a comprehensive understanding of data visualisations across all disciplines. To explore the relationship between question level and item difficulty, we analysed the graph reading skills of eight-grade pupils in German Grammar Schools (N = 198) with Item Response Theory. In this study, pupils were asked to identify data points, trends and make small extrapolation from realistic descriptive graphs, used as teaching material. Furthermore, we examined the relationship between graph reading skills and motivational/emotional factors as well as academic achievement. Results show that the eight-graders mastered the basic abilities well and -- contrary to our expectation -- are as well able to extrapolate as they are to read trends or data points. We also find some relationship between graph reading skill and academic achievement and motivational/emotional factors as well as content knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01