Assessing Knowledge Integration in Science: Construct, Measures, and Evidence
Assessing Knowledge Integration in Science: Construct, Measures, and Evidence
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评估科学中的知识整合：构建、测量和证据
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
M. Linn
中科院分区：
文献类型：
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作者：
O. Liu;Hee;C. Hofstetter;M. Linn
为了满足科学评价的需求，本文提出了一种称为知识整合的潜在结构，作为科学探究的有效措施。知识整合评估要求学生联系，区分，评估和组织他们对复杂科学主题的想法。这篇文章的重点是在6日通过12年级的班级通常教的评估主题。在6个主题领域测试中，对已发表的标准化测试和以前的知识整合研究的项目进行了检查。Rasch部分信用分析的结果显示，测试表现出令人满意的心理测量性能方面的内部一致性，项目拟合，加权似然估计，歧视，和差分项目功能。与使用二分评分规则编码的项目相比，使用知识整合规则编码的项目产生了显着更高的区分指数。知识集成评估任务，分析使用知识集成评分规则，表现出强大的承诺，作为复杂的科学推理在不同的科学领域的有效措施。
In response to the demand for sound science assessments, this article presents the development of a latent construct called knowledge integration as an effective measure of science inquiry. Knowledge integration assessments ask students to link, distinguish, evaluate, and organize their ideas about complex scientific topics. The article focuses on assessment topics commonly taught in 6th- through 12th-grade classes. Items from both published standardized tests and previous knowledge integration research were examined in 6 subject-area tests. Results from Rasch partial credit analyses revealed that the tests exhibited satisfactory psychometric properties with respect to internal consistency, item fit, weighted likelihood estimates, discrimination, and differential item functioning. Compared with items coded using dichotomous scoring rubrics, those coded with the knowledge integration rubrics yielded significantly higher discrimination indexes. The knowledge integration assessment tasks, analyzed using knowledge integration scoring rubrics, demonstrate strong promise as effective measures of complex science reasoning in varied science domains.