Assessing Knowledge Integration in Science: Construct, Measures, and Evidence

Autor/inn/en	Liu, Ou Lydia; Lee, Hee-Sun; Hofstetter, Carolyn; Linn, Marcia C.
Titel	Assessing Knowledge Integration in Science: Construct, Measures, and Evidence
Quelle	In: Educational Assessment, 13 (2008) 1, S.33-55 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-7197
Schlagwörter	Standardized Tests; Scoring Rubrics; Psychometrics; Concept Mapping; Cognitive Mapping; Test Items; Student Evaluation; Program Validation; Construct Validity; Science Tests; Science Education; Inferences + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Scoring formulas; Auswertungsbogen; Psychometry; Psychometrie; Concept Map; Test content; Testaufgabe; Schulnote; Studentische Bewertung; Naturwissenschaftliche Bildung; Inference; Inferenz
Abstract	In response to the demand for sound science assessments, this article presents the development of a latent construct called knowledge integration as an effective measure of science inquiry. Knowledge integration assessments ask students to link, distinguish, evaluate, and organize their ideas about complex scientific topics. The article focuses on assessment topics commonly taught in 6th- through 12th-grade classes. Items from both published standardized tests and previous knowledge integration research were examined in 6 subject-area tests. Results from Rasch partial credit analyses revealed that the tests exhibited satisfactory psychometric properties with respect to internal consistency, item fit, weighted likelihood estimates, discrimination, and differential item functioning. Compared with items coded using dichotomous scoring rubrics, those coded with the knowledge integration rubrics yielded significantly higher discrimination indexes. The knowledge integration assessment tasks, analyzed using knowledge integration scoring rubrics, demonstrate strong promise as effective measures of complex science reasoning in varied science domains. (Contains 5 tables, 4 figures, and 1 footnote.) (Author).
Anmerkungen	Lawrence Erlbaum. 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/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10