The Student Actions Coding Sheet (SACS): An Instrument for Illuminating the Shifts toward Student-Centered Science Classrooms

Autor/inn/en	Erdogan, Ibrahim; Campbell, Todd; Abd-Hamid, Nor Hashidah
Titel	The Student Actions Coding Sheet (SACS): An Instrument for Illuminating the Shifts toward Student-Centered Science Classrooms
Quelle	In: International Journal of Science Education, 33 (2011) 10, S.1313-1336 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Expertise; Content Validity; Field Tests; Factor Analysis; Item Analysis; Classrooms; Grade 6; Educational Assessment + Suchen Sie Ihr Suchwort? Expert appraisal; Praxisübung; Faktorenanalyse; Itemanalyse; Classroom; Klassenraum; School year 06; 6. Schuljahr; Schuljahr 06; Education; assessment; Bewertungssystem
Abstract	This study describes the development of an instrument to investigate the extent to which student-centered actions are occurring in science classrooms. The instrument was developed through the following five stages: (1) student action identification, (2) use of both national and international content experts to establish content validity, (3) refinement of the item pool based on reviewer comments, (4) pilot testing of the instrument, and (5) statistical reliability and item analysis leading to additional refinement and finalization of the instrument. In the field test, the instrument consisted of 26 items separated into four categories originally derived from student-centered instruction literature and used by the authors to sort student actions in previous research. The SACS was administered across 22 Grade 6-8 classrooms by 22 groups of observers, with a total of 67 SACS ratings completed. The finalized instrument was found to be internally consistent, with acceptable estimates from inter-rater intraclass correlation reliability coefficients at the p less than 0.01 level. After the final stage of development, the SACS instrument consisted of 24 items separated into three categories, which aligned with the factor analysis clustering of the items. Additionally, concurrent validity of the SACS was established with the Reformed Teaching Observation Protocol. Based on the analyses completed, the SACS appears to be a useful instrument for inclusion in comprehensive assessment packages for illuminating the extent to which student-centered actions are occurring in science classrooms. (Contains 5 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10