Development of the High School Wave Optics Test

Autor/inn/en	Balta, Nuri; Japashov, Nursultan; Glamocic, Džana Salibašic; Mešic, Vanes
Titel	Development of the High School Wave Optics Test
Quelle	In: Journal of Turkish Science Education, 19 (2022) 1, S.302-327 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Balta, Nuri) ORCID (Japashov, Nursultan) ORCID (Glamocic, Džana Salibašic) ORCID (Mešic, Vanes)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1304-6020
Schlagwörter	Test Construction; Multiple Choice Tests; Test Items; High School Students; Secondary School Science; Science Education; Foreign Countries; Test Validity; Scientific Concepts; Concept Formation; Physics; Misconceptions; Optics; Kazakhstan + Suchen Sie Ihr Suchwort? Testaufbau; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Test content; Testaufgabe; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Naturwissenschaftliche Bildung; Ausland; Testvalidität; Concept learning; Begriffsbildung; Physik; Missverständnis; Optik; Kasachstan
Abstract	In this paper, we described the development of the High School Wave Optics Test (HSWOT). Firstly, 56 conceptual, multiple-choice items with a single correct answer and three distractors were created. Next, we conducted an initial review of the items which resulted in reducing the item pool to 44 highest quality items. Validity evidence and feedback on the quality of these 44 items were collected through an expert survey and small-scale item try-out which included 3 subject-matter experts and 13 high school students, respectively. This process helped us to reduce our item pool to 30 technically improved conceptual items, which were eventually administered to 164 high-school students, from Kazakhstan. Finally, a Rasch analysis of the students' answers resulted in a 24-item scale for measuring conceptual understanding in high-school students. The item reliability proved to be good, person reliability was acceptable, and the difficulty of items was approximately person-independent. All distractors were chosen by at least 5% of students and 8 distracters were chosen by more than 35% of students. We could conclude that HSWOT may be effectively used for measuring conceptual understanding in advanced high-school physics courses and for identifying students' misconceptions in wave optics, in general. (As Provided).
Anmerkungen	Journal of Turkish Science Education. e-mail: editortused@gmail.com; Web site: https://www.tused.org/index.php/tused/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01