Identifying Students at Risk in Learning Science: Diagnostic Assessment in Physical Science for Primary and Lower Secondary School Grades

Autor/inn/en	Kang, Nam-Hwa; Yoon, Hyunju
Titel	Identifying Students at Risk in Learning Science: Diagnostic Assessment in Physical Science for Primary and Lower Secondary School Grades
Quelle	In: Asia-Pacific Science Education, 8 (2022) 2, S.331-360 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kang, Nam-Hwa) ORCID (Yoon, Hyunju)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1163/23641177-bja10049
Schlagwörter	Secondary School Students; Elementary School Students; Physical Sciences; Science Education; At Risk Students; Identification; Diagnostic Tests; Underachievement; Learning Processes; Elementary School Teachers; Secondary School Teachers + Suchen Sie Ihr Suchwort? Sekundarschüler; Natural sciences; Naturwissenschaften; Naturwissenschaft; Naturwissenschaftliche Bildung; Identifikation; Identifizierung; Diagnostic test; Diagnostischer Test; Performance deficiency; Leistungsschwäche; Learning process; Lernprozess; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	In light of the achievement gap that widened during the pandemic, this study aimed to develop a diagnostic assessment for teachers to identify students at risk of underachievement. Based on the national curriculum and assessment criteria as a framework, attributes composing achievement criteria were identified and micro-level learning progressions were established about three core ideas in physical science. Through iterative reviews, 116 items were developed and administered, resulting in 355 responses from primary and lower secondary school students. Student responses to most of the items were consistent with the levels of assessment criteria, showing a micro-level learning progression. A few inconsistencies provided insight into modifying learning progressions to align with students' thinking patterns. They also showed learning challenges that require extra support for student learning. Implications for teacher professional development and further research topics are suggested. (As Provided).
Anmerkungen	BRILL. Plantijnstraat 2, 2321 JC Leiden, the Netherlands. e-mail: apse.journal@gmail.com; e-mail: support-programmanagement@brill.com; Web site: https://brill.com/view/journals/apse/apse-overview.xml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01