A Framework for Analyzing Scientific Reasoning in Assessments

Autor/inn/en	Brown, Nathaniel J. S.; Nagashima, Sam O.; Fu, Alice; Timms, Michael; Wilson, Mark
Titel	A Framework for Analyzing Scientific Reasoning in Assessments
Quelle	In: Educational Assessment, 15 (2010) 3-4, S.142-174 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-7197
Schlagwörter	Measures (Individuals); Evidence; Persuasive Discourse; Logical Thinking; Thinking Skills; Student Evaluation; Middle School Students; High School Students; Scientific Concepts; Validity; Concept Formation; California + Suchen Sie Ihr Suchwort? Messdaten; Evidenz; Persuasion; Persuasive Kommunikation; Denkfähigkeit; Schulnote; Studentische Bewertung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Gültigkeit; Concept learning; Begriffsbildung; Kalifornien
Abstract	The Evidence-Based Reasoning Assessment System (EBRAS) brings together advances in modeling scientific reasoning and assessment design to guide the development of written assessment items that target, disentangle, and elicit evidence of the multiple proficiencies underlying scientific argumentation. In this study, the EBRAS was used to assess the conceptual sophistication, specificity, and validity of middle and high school students' reasoning on the topic of buoyancy. Results imply items designed using the EBRAS are more reliable in formative contexts and can better reveal misconceptions, rhetorical strategies, and specific logical errors than traditional items that focus on accuracy. The EBRAS is proposed as a more valid, reliable, and useful means for analyzing and assessing students' use of evidence in scientific reasoning. (Contains 10 figures and 12 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10