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Dergiler / International Journal of Assessment Tools in Education / 2016 / Cilt: 3 - Sayı: 2

The Influence of Item Formats when Locating a Student on a Learning Progression in Science

Jing CHEN
Charles W. ANDERSON
Amelia Wenk GOTWALS
Mark D. RECKASE
Sayfa
101–122
Yayın Tarihi
2022-10-18
DOI
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Based on the results, we discuss how to design and best use items in each format to more accurately measure students’ level along learning progressions in science.

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Amaç & Hipotez:Learning progressions are used to describe how students’ understanding of a topic progresses over time.
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Temel Bulgular & Veri:The item formats investigated were Constructed Response (CR) items and two types of two-tier items: (1) Ordered Multiple-Choice (OMC) followed by CR items and (2) Multiple True or False (MTF) followed by CR items.
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Sonuç & Katkı:Based on the results, we discuss how to design and best use items in each format to more accurately measure students’ level along learning progressions in science.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Item Format · Item Response Theory (IRT) · Learning Progression

Özet

Learning progressions are used to describe how students’ understanding of a topic progresses over time. This study evaluates the effectiveness of different item formats for placing students into levels along a learning progression for carbon cycling. The item formats investigated were Constructed Response (CR) items and two types of two-tier items: (1) Ordered Multiple-Choice (OMC) followed by CR items and (2) Multiple True or False (MTF) followed by CR items. Our results suggest that estimates of students’ learning progression level based on OMC and MTF responses are moderately predictive of their level based on CR responses. With few exceptions, CR items were effective for differentiating students among learning progression levels. Based on the results, we discuss how to design and best use items in each format to more accurately measure students’ level along learning progressions in science.

Abstract

Learning progressions are used to describe how students’ understanding of a topic progresses over time. This study evaluates the effectiveness of different item formats for placing students into levels along a learning progression for carbon cycling. The item formats investigated were Constructed Response (CR) items and two types of two-tier items: (1) Ordered Multiple-Choice (OMC) followed by CR items and (2) Multiple True or False (MTF) followed by CR items. Our results suggest that estimates of students’ learning progression level based on OMC and MTF responses are moderately predictive of their level based on CR responses. With few exceptions, CR items were effective for differentiating students among learning progression levels. Based on the results, we discuss how to design and best use items in each format to more accurately measure students’ level along learning progressions in science.

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Bu Makaleye Atıf Yap

CHEN, J., ANDERSON, C. W., GOTWALS, A. W., RECKASE, M. D. (2022). The Influence of Item Formats when Locating a Student on a Learning Progression in Science. International Journal of Assessment Tools in Education, Cilt: 3 - Sayı: 2, 101–122. https://ajindex.com/articles/540263

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Kaynakça (7)

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  3. Alonzo, A.C., & Steedle, J. T. (2008). Developing and assessing a force and motion learning progression. Published online in Wiley InterScience. Anderson, C.W., Alonzo, A. C., Smith, C., & Wilson, M. (2007, August). NAEP pilot learning progression framework. Report to the National Assessment Governing Board. Angoff, W.H. (1971). Scales, norms, and equivalent scores. In R. L. Thorndike (Ed.), Educational measurement (2nd ed., pp. 508-600).
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  5. Briggs, D.C. & Alonzo, A.C. (2012). The psychometric modelling of ordered multiple-choice item responses for diagnostic assessment with a learning progression. In A.C. Alonzo & A.W. Gotwals (eds). Learning progressions in science: Current challenges and future directions. Rotterdam, The Netherlands: Sense Publishers.
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