Practices in Instrument Use and Development in "Chemistry Education Research and Practice" 2010-2021

Autor/inn/en	Lazenby, Katherine; Tenney, Kristin; Marcroft, Tina A.; Komperda, Regis
Titel	Practices in Instrument Use and Development in "Chemistry Education Research and Practice" 2010-2021
Quelle	In: Chemistry Education Research and Practice, 24 (2023) 3, S.882-895 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lazenby, Katherine) ORCID (Tenney, Kristin) ORCID (Marcroft, Tina A.) ORCID (Komperda, Regis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Chemistry; Periodicals; Journal Articles; Science Education; Evaluation Methods; Student Evaluation; Statistical Analysis; Test Validity; Test Content; Testing; Test Reliability; Interrater Reliability; Science Process Skills; Psychometrics; Evidence + Suchen Sie Ihr Suchwort? Chemie; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Journal article; Zeitschriftenaufsatz; Naturwissenschaftliche Bildung; Schulnote; Studentische Bewertung; Statistische Analyse; Testvalidität; Testaufgabe; Testdurchführung; Testen; Testreliabilität; Interrater-Reliabilität; Psychometry; Psychometrie; Evidenz
Abstract	Assessment instruments that generate quantitative data on attributes (cognitive, affective, behavioral, "etc.") of participants are commonly used in the chemistry education community to draw conclusions in research studies or inform practice. Recently, articles and editorials have stressed the importance of providing evidence for the validity and reliability of data collected with these instruments following guidance from the Standards for Educational and Psychological Testing. This study examines how quantitative instruments have been used in the journal "Chemistry Education Research and Practice (CERP)" from 2010-2021. Of the 369 unique researcher-developed instruments used during this time frame, the majority only appeared in a single publication (89.7%) and were rarely reused. Cognitive topics were the most common target of the instruments (56.6%). Validity and/or reliability evidence was provided in 64.4% of instances where instruments were used in "CERP" publications. The most frequently reported evidence was single administration reliability ("e.g.," coefficient alpha), appearing in 47.9% of instances. Only 37.2% of instances reported evidence of both validity and reliability. These results indicate that, as a field, opportunities exist to increase the amount of validity and reliability evidence available for data collected with instruments and that reusing instruments may be one method of increasing this type of data quality evidence for instruments used by the chemistry education community. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01