Literaturnachweis - Detailanzeige
| Autor/inn/en | Liu, Ou Lydia; Lee, Hee-Sun; Linn, Marcia C. |
|---|---|
| Titel | Multifaceted Assessment of Inquiry-Based Science Learning |
| Quelle | In: Educational Assessment, 15 (2010) 2, S.69-86 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1062-7197 |
| Schlagwörter | Inquiry; Active Learning; Science Achievement; Science Instruction; Science Tests; Student Evaluation; Comparative Analysis; Secondary School Science; Units of Study; Standardized Tests; Test Items; Difficulty Level; Scoring Rubrics; Conventional Instruction; Student Characteristics; Teacher Characteristics |
| Abstract | To improve student science achievement in the United States we need inquiry-based instruction that promotes coherent understanding and assessments that are aligned with the instruction. Instead, current textbooks often offer fragmented ideas and most assessments only tap recall of details. In this study we implemented 10 inquiry-based science units that promote knowledge integration and developed assessments that measure student knowledge integration abilities. To measure student learning outcomes, we designed a science assessment consisting of both "proximal" items that are related to the units and "distal" items that are published from standardized tests (e.g., Trends in International Mathematics and Science Study). We compared the psychometric properties and instructional sensitivity of the proximal and distal items. To unveil the context of learning, we examined how student, class, and teacher characteristics affect student inquiry science learning. Several teacher-level characteristics including professional development showed a positive impact on science performance. (Contains 4 tables and 3 figures.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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