The Psychometric Modeling of Ordered Multiple-Choice Item Responses For Diagnostic Assessment With A Learning Progression
The Psychometric Modeling of Ordered Multiple-Choice Item Responses For Diagnostic Assessment With A Learning Progression
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DOI：
10.1007/978-94-6091-824-7_13
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
Derek C. Briggs;Alicia C. Alonzo
中科院分区：
文献类型：
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作者：
Derek C. Briggs;Alicia C. Alonzo
BACKGROUNDIn previous studies we developed learning progressions in earth science, life science, and physical science (Alonzo & Steedle, 2009; Briggs et al., 2006). In this chapter we use a learning progression that focuses on conceptual understanding of the Earth in the Solar System (ESS) as the context for the modeling discussion that follows. The ESS learning progression describes students’ developing understanding of target ideas in earth science. According to national science education standards, students should understand these ideas by the end of eighth grade (American Association for the Advancement of Science [AAAS], 1993; National Research Council [NRC], 1996). However, there is substantial evidence that typical instruction has not succeeded in achieving this goal. In fact, even many college students have misconceptions about these target ideas (eg, Schneps & Sadler, 1987).Our initial development of the ESS learning progression followed the same process we used for other learning progressions (for more detail, see Briggs et al., 2006). We began by defining the top level of our learning progression, relying upon national science education standards (AAAS, 1993; NRC, 1996). By the end of eighth grade, students are expected to use accurate models of the relative motion of the Earth and other objects in the Solar System to explain phenomena such as the day/night cycle, the phases of the Moon, and the seasons. We defined lower levels of the learning progression (ie, novice understanding, intermediate understanding, etc.) using the research literature on student understanding of the targeted ideas (eg, Atwood & Atwood, 1996; Baxter, 1995; Bisard, Aron, Francek, & Nelson, 1994; Dickinson, Flick, & Lederman, 2000; Furuness & Cohen, 1989; Jones, Lynch, & Reesink, 1987; Kikas, 1998; Klein, 1982; Newman, Morrison, & Torzs, 1993; Roald & Mikalsen, 2001; Sadler, 1987, 1998; Samarapungavan, Vosniadou, & Brewer, 1996; Stahly, Krockover, & Shepardson, 1999; Summers & Mant, 1995;
