ANALYSIS OF TWO-TIER QUESTION SCORING METHODS: A CASE STUDY ON THE LAWSON'S CLASSROOM TEST OF SCIENTIFIC REASONING

被引:2
作者
Zhou, Shao-Na [1 ]
Liu, Qiao-Yi [2 ]
Koenig, Kathleen [3 ]
Xiao, Qiu-ye Li-Yang [1 ]
Bao, Lei [2 ]
机构
[1] South China Normal Univ, Shantou, Peoples R China
[2] Ohio State Univ, Columbus, OH 43210 USA
[3] Univ Cincinnati, Cincinnati, OH USA
来源
JOURNAL OF BALTIC SCIENCE EDUCATION | 2021年 / 20卷 / 01期
基金
美国国家科学基金会;
关键词
control-of-variable; grade level; pattern analysis; scientific reasoning; DIAGNOSTIC-TEST; ABILITY; KNOWLEDGE; THINKING; DESIGN; MIDDLE;
D O I
10.33225/jbse/21.20.146
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
The Lawson's Classroom Test of Scientific Reasoning (LCTSR) is a popular instrument that measures the development of students' scientific reasoning skills. The instrument has a two-tier question design, which has led to multiple ways of scoring and interpretation. In this research, a method of pattern analysis was proposed and applied to analyze two-tier item pairs on the subskill of Control-of-Variable (COV) of LCTSR. The data were collected from students in grade 4 through college in both the United States and China. Students' response patterns to two combined item pairs were analyzed and compared against students at different grade levels and reasoning development levels. Six performance levels were established based on students' response patterns, serving as indicators of COV reasoning development levels. With the new method, a relation was obtained between students' level of COV skills and grade level, as well as their level of overall reasoning development. It can provide useful information on the possible developmental levels of students' reasoning skills.
引用
收藏
页码:146 / 159
页数:14
相关论文
共 35 条
[1]   ACCELERATING THE DEVELOPMENT OF FORMAL THINKING IN MIDDLE AND HIGH-SCHOOL-STUDENTS [J].
ADEY, P ;
SHAYER, M .
JOURNAL OF RESEARCH IN SCIENCE TEACHING, 1990, 27 (03) :267-285
[2]  
[Anonymous], 2012, The Oxford Handbook of Thinking and Reasoning
[3]  
[Anonymous], 2009, Research in Science Technological Education
[4]   PHYSICS Learning and Scientific Reasoning [J].
Bao, Lei ;
Cai, Tianfan ;
Koenig, Kathy ;
Fang, Kai ;
Han, Jing ;
Wang, Jing ;
Liu, Qing ;
Ding, Lin ;
Cui, Lili ;
Luo, Ying ;
Wang, Yufeng ;
Li, Lieming ;
Wu, Nianle .
SCIENCE, 2009, 323 (5914) :586-587
[5]  
Bayrak B.K., 2013, Online Submission, V3, P19
[6]   Development and Application of a Three-Tier Diagnostic Test to Assess Secondary Students' Understanding of Waves [J].
Caleon, Imelda ;
Subramaniam, R. .
INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, 2010, 32 (07) :939-961
[7]   Do Students Know What They Know and What They Don't Know? Using a Four-Tier Diagnostic Test to Assess the Nature of Students' Alternative Conceptions [J].
Caleon, Imelda S. ;
Subramaniam, R. .
RESEARCH IN SCIENCE EDUCATION, 2010, 40 (03) :313-337
[8]  
Chandrasegaran AL, 2007, CHEM EDUC RES PRACT, V8, P293
[9]   Investigating primary and secondary students' learning of physics concepts in Taiwan [J].
Chang, Huey-Por ;
Chen, Jun-Yi ;
Guo, Chorng-Jee ;
Chen, Chung-Chih ;
Chang, Ching-Yi ;
Lin, Shean-Huei ;
Su, Wei-Jou ;
Lain, Kuen-Der ;
Hsu, Shun-Yi ;
Lin, Jang-Long ;
Chen, Chin-Chang ;
Cheng, Yi-Ting ;
Wang, Loung-Shyi ;
Tseng, Yaw-Teng .
INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, 2007, 29 (04) :465-482
[10]   Interpreting FCI scores: Normalized gain, preinstruction scores, and scientific reasoning ability [J].
Coletta, VP ;
Phillips, JA .
AMERICAN JOURNAL OF PHYSICS, 2005, 73 (12) :1172-1182