Culturally Responsive Assessment of Physical Science Skills and Abilities: Development, Field Testing, Implementation, and Results

Autor/inn/en	Alfaiz, Fahad S.; Pease, Randy; Maker, C. June
Titel	Culturally Responsive Assessment of Physical Science Skills and Abilities: Development, Field Testing, Implementation, and Results
Quelle	In: Journal of Advanced Academics, 31 (2020) 3, S.298-328 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alfaiz, Fahad S.) ORCID (Pease, Randy) ORCID (Maker, C. June)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
DOI	10.1177/1932202X20920572
Schlagwörter	Physical Sciences; Performance Based Assessment; High School Students; Talent Identification; Cultural Relevance; Problem Solving; STEM Education; Creativity; Science Tests; Test Construction; Field Tests; American Indian Students; Hispanic American Students; Low Income Students + Suchen Sie Ihr Suchwort? Natural sciences; Naturwissenschaften; Naturwissenschaft; Leistungsermittlung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Begabtenanalyse; Talentsuche; Problemlösen; STEM; Kreativität; Testaufbau; Praxisübung; Hispanic; Hispanic Americans; Hispanoamerikaner
Abstract	During the Cultivating Diverse Talent in STEM (CDTIS) Project, a team of scientists, teachers, and a researcher developed a performance-based assessment of high school students' creative problem-solving skills and ability to apply physical science principles in practical ways. It was one of six measures to identify exceptionally talented students. Students identified using conventional methods (M1), with an average grade point average (GPA) of 3.93, had an average rating of 2.95 on a 5-point scale on the mechanical-technical assessment. The M2 students, who were from schools with high percentages of Hispanic, American Indian, and low socioeconomic status (SES) students, had an average GPA of 3.07 and an average rating of 3.27, demonstrating that this assessment can be an important way to change the cultural and economic balance of students identified as exceptionally talented in Science, Technology, Engineering, and Mathematics (STEM). Other researchers are encouraged to examine the validity of the mechanical-technical assessment to identify exceptionally talented students in different groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01