Applying measurement standards to evolution education assessment instruments

被引：0
作者：
Mead L.S. [1 ,2 ]
Kohn C. [1 ,3 ]
Warwick A. [1 ,4 ]
Schwartz K. [1 ,2 ]
机构：
[1] BEACON Center for the Study of Evolution in Action, Michigan State University, 567 Wilson Rd, East Lansing, 48824, MI
[2] Department of Integrative Biology, Michigan State University, 288 Farm Lane, East Lansing, 48824, MI
[3] W. M. Keck Science Department of Claremont McKenna, Scripps, and Pitzer Colleges, 925 N. Mills Ave, Claremont, 91711, CA
[4] Lyman Briggs College, Michigan State University, 919 East Shaw Lane, East Lansing, 48825, MI
来源：
Evolution: Education and Outreach | 2019年 / 12卷 / 1期
基金：
美国国家科学基金会;
关键词：
ACORNS; Assessment; CANS; CINS; Evolution education; GAENE; I-SEA; MATE; Natural selection;
D O I：
10.1186/s12052-019-0097-y
中图分类号：
学科分类号：
摘要：
Over the past 25 years a number of instruments have been published that attempt to measure understanding and acceptance of evolution. Science educators have been administering these instruments and reporting results, however, it is not clear these instruments are being used appropriately. The goal of this paper is to review these instruments, noting the original criteria and population for which evidence of validity and reliability was assessed, and to survey other publications that report their use, examining each for evidence of validity and reliability with subsequent populations. Our hope is that such a comprehensive review will engage researchers and practitioners in a careful examination of how they intend to use a particular instrument and whether it can provide an accurate and meaningful assessment of the desired outcomes. We encourage the community to administer evolution education assessments with the consideration of an instrument's measurement support and past use with similar populations. We also encourage researchers to add additional evidence of validity and reliability for these instruments, especially if modifications have been made to the instrument or if its use has been extended to new populations. © 2019 The Author(s).
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