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Science Test (science + test)
Selected AbstractsReal world contexts in PISA science: Implications for context-based science educationJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 8 2009Peter J. Fensham Abstract The PISA assessment instruments for students' scientific literacy in 2000, 2003, and 2006 have each consisted of units made up of a real world context involving Science and Technology, about which students are asked a number of cognitive and affective questions. This article discusses a number of issues from this use of S&T contexts in PISA and the implications they have for the current renewed interest in context-based science education. Suitably chosen contexts can engage both boys and girls. Secondary analyses of the students' responses using the contextual sets of items as the unit of analysis provides new information about the levels of performance in PISA 2006 Science. Embedding affective items in the achievement test did not lead to gender/context interactions of significance, and context interactions were less than competency ones. A number of implications for context-based science teaching and learning are outlined and the PISA 2006 Science test is suggested as a model for its assessment. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 884,896, 2009 [source] Detecting Multidimensionality Due to Curricular DifferencesJOURNAL OF EDUCATIONAL MEASUREMENT, Issue 1 2003Christine E. DeMars Data were generated to simulate multidimensionality resulting from including two or four subtopics on a test. Each item was dependent on an ability trait due to instruction and learning, which was the same across all items, as well as an ability trait unique to the subtopic of the test (such as biology on a general science test). The eigenvalues of the item correlation matrix and Yen's Q3 were not greatly influenced by multidimensionality under conditions where the responses of a large proportion of students shared the influence of common instruction across subtopics. In contrast, Stout's T procedure was effective at detecting this type of multidimensionality, unless the subtopic abilities were correlated. [source] Performance of students in project-based science classrooms on a national measure of science achievementJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 5 2002Rebecca M. Schneider Reform efforts in science education emphasize the importance of supporting students' construction of knowledge through inquiry. Project-based science (PBS) is an ambitious approach to science instruction that addresses concerns of reformers. A sample of 142 10th- and 11th-grade students enrolled in a PBS program completed the 12th-grade 1996 National Assessment of Educational Progress (NAEP) science test. Compared with subgroups identified by NAEP that most closely matched our student sample, White and middle class, PBS students outscored the national sample on 44% of NAEP test items. This study shows that students participating in a PBS curriculum were prepared for this type of testing. Educators should be encouraged to use inquiry-based approaches such as PBS to implement reform in their schools. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 410,422, 2002 [source] Take Me Back: Validating the Wayback MachineJOURNAL OF COMPUTER-MEDIATED COMMUNICATION, Issue 1 2008Jamie Murphy Although fields such as e-commerce, information systems, and computer-mediated communication (CMC) acknowledge the importance of validity, validating research tools or measures in these domains seems the exception rather than the rule. This article extends the concept of validation to one of an emerging genre of web-based tools that provide new measures, the Wayback Machine (WM). Drawing in part on social science tests of validity, the study progresses from testing for and demonstrating the weakest form of validity, face validity, to the more demanding tests for content, predictive, and convergent validity. Finally, the study tests and shows nomological validity, using the diffusion of innovations theory. In line with prior diffusion research, the results of tests for predictive and nomological validity showed significant relationships with organizational characteristics and two WM measures: website age and number of updates. The results help validate these measures and demonstrate the utility of the WM for studying evolving website use. [source] | ||||||||||