Diagnostic science assessments seek to draw inferences about
student understanding by eliciting evidence about the mental models
that underlie students' reasoning about physical systems.
Measurement techniques for analyzing data from such assessments
embody one of two contrasting assessment programs: learning
progressions and facet-based assessments. The research presented
here provides a systematic comparison of these two approaches,
which is of great practical value to assessment programs that seek
to employ small clusters of related items for the purpose of
measuring depth of understanding. Specifically, models were
compared on model-data fit, diagnostic reliability, diagnostic
certainty, and predictive accuracy. In addition, the effects of
test length were evaluated for both models in order to inform the
number of items required to obtain adequately reliable diagnoses of
understanding. Lastly, changes in student understanding over time
were studied with a longitudinal model in order to provide
educators and curriculum developers with a sense of how students
advance in understanding over the course of instruction.
General
Imprint: |
Lap Lambert Academic Publishing
|
Country of origin: |
Germany |
Release date: |
March 2010 |
First published: |
March 2010 |
Authors: |
Jeffrey Steedle
• Richard Shavelson
|
Dimensions: |
229 x 152 x 9mm (L x W x T) |
Format: |
Paperback - Trade
|
Pages: |
160 |
ISBN-13: |
978-3-8383-3857-6 |
Categories: |
Books >
Social sciences >
Education >
General
|
LSN: |
3-8383-3857-X |
Barcode: |
9783838338576 |
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