Alternative Forms of Assessment in Elementary Science: The Interactive Effects of Reading, Race, Economic Level and the Elementary Science Specialist on Hands-On and Multiple-Choice Assessment of Science Process Skills.

Autor/inn/en	Saturnelli, Annette Miele; Repa, J. Theodore
Titel	Alternative Forms of Assessment in Elementary Science: The Interactive Effects of Reading, Race, Economic Level and the Elementary Science Specialist on Hands-On and Multiple-Choice Assessment of Science Process Skills.
Quelle	(1995), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Alternative Assessment; Cultural Differences; Educational Assessment; Educationally Disadvantaged; Elementary School Students; Ethnicity; Grade 4; Hands on Science; Intermediate Grades; Learning; Manipulative Materials; Multiple Choice Tests; Performance Based Assessment; Poverty; Racial Differences; Reading Achievement; Science Process Skills; Science Teachers; Science Tests; Sex Differences; Socioeconomic Status; Test Construction; Test Reliability; Urban Schools + Suchen Sie Ihr Suchwort? Schulleistung; Kultureller Unterschied; Education; assessment; Bewertungssystem; Ethnizität; School year 04; 4. Schuljahr; Schuljahr 04; Mittelstufe; Lernen; Hilfsmittel; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Leistungsermittlung; Armut; Rassenunterschied; Leseleistung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Sex difference; Geschlechtsunterschied; Socio-economic status; Sozioökonomischer Status; Testaufbau; Testreliabilität; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	The specific focus of this research was to determine how the outcomes on two alternative forms of assessment (multiple-choice and hands-on/manipulative) for science process skills were related when students were grouped on the basis of sex, race/ethnicity, and poverty level. Subjects were 1,381 fourth graders in a culturally diverse city school district in New York state. Also explored was the relationship between the reading scores of students and their scores on the two alternative science assessments and the effect of the presence of an elementary science specialist on the student scores. The reliability of New York's Elementary Science Program Evaluation Test (ESPET) was also considered. All students performed better on the hands-on test, and the traditional gap associated with socioeconomic or racial/ethnic status was reduced by the hands-on test. Economic status appeared to have an effect on science achievement, and reading had a greater effect than poverty on science achievement. Results supported the reliability of the ESPET, but did not support the importance of an elementary science specialist to student achievement. Results show that all students can learn science given appropriate instruction. Thirteen tables and 17 figures present study findings. (Contains 48 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC