Development and Validation of a High School STEM Self-Assessment Inventory

Autor/inn/en	Peters Burton, Erin; Behrend, Tara S.; Matray, Shari; Hudson, Clarissa; Ford, Michael
Titel	Development and Validation of a High School STEM Self-Assessment Inventory
Quelle	In: School Science and Mathematics, 120 (2020) 8, S.477-490 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Peters Burton, Erin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12440
Schlagwörter	Test Construction; Test Validity; High Schools; Self Evaluation (Groups); Admission Criteria; Open Enrollment; Inclusion; STEM Education; Program Evaluation; Test Reliability + Suchen Sie Ihr Suchwort? Testaufbau; Testvalidität; High school; Oberschule; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz); Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Open entry; Offenes Bildungssystem; Inklusion; STEM; Programme evaluation; Programmevaluation; Testreliabilität
Abstract	The development of inclusive STEM high schools that have no academic admission requirements has been a national goal in the United States. However, there is no umbrella organization that gives guidance for structuring such schools. The purpose of this study was to develop and validate a self-assessment using critical components of successful inclusive STEM high schools for school personnel and educational researchers who wish to better understand their STEM programs and identify areas of strength. A multi-phase methodology was employed. In the first step, eight in-depth case studies were generated, and common themes were identified. In the second step, inventory items were iteratively generated and tested for reliability and validity, using a sample of 78 teachers and researchers in five schools. In the third step, the inventory was field-tested in a single school. The OSPRI inventory demonstrates strong content validity and reliability. Teachers and researchers generally responded similarly, although some differences emerged that are indicative of their respective experiences and perspectives. School stakeholders and educational researchers can use this inventory, in whole or in part, to better understand their STEM programs and establish a future agenda that best capitalizes on their strengths. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01