Assessment of Competencies in Scientific Inquiry Through the Application of Rasch Measurement Techniques
Assessment of Competencies in Scientific Inquiry Through the Application of Rasch Measurement Techniques
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DOI：
10.3390/educsci8040184
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发表时间：
2018-12-01
影响因子：
3
通讯作者：
Mayer, Juergen
中科院分区：
文献类型：
--
作者：
Arnold, Julia C.;Boone, William J.;Mayer, Juergen
在科学探究中具备能力或掌握科学实践是科学素养的一个基本要素。显然，如果要提高学生的科学探究能力（SIC），关键的一步是对其进行可靠的测量，并根据测量结果为教学提供反馈。尽管文献中提出了许多评估科学探究能力的工具，但到目前为止，拉施测量在将研究评估与针对科学探究能力的个体反馈相结合方面的独特潜力被低估了。本文详细介绍了一种采用开放式回答形式的测试工具的设计和评估情况，该工具用于测量高中阶段在内容丰富的生物学情境中学生的科学探究能力。首先，从文献中引入了由五个能力方面组成的三个子能力（提出假设、设计实验和分析数据），以定义科学探究能力的结构。然后，使用六个开放式部分计分项目将科学探究能力工具付诸实践。经过试点测试后，在一个基于探究的酶单元教学前后，对220名学生（年龄15 - 19岁）使用了该工具。使用拉施部分计分模型对工具的性能进行了评估，并给出了工具性能令人满意（例如，效度和信度）的初步结果。特别值得注意的是，观察到的能力难度模式与理论思考所预测的模式相符。我们展示了如何将科学探究能力工具用于能力评估以及学习效果的评价。
Achieving competence in scientific inquiry or mastering scientific practices is an essential element of scientific literacy. Clearly, if students' Scientific Inquiry Competence (SIC) is to be improved, a critical step is to reliably measure it and provide from this measurement feedback for teaching. Although numerous instruments were presented in literature to assess SIC, the specific potential of Rasch measurement for the integration of research assessment and individual feedback onto SIC is so far underestimated. This article presents details regarding the design and evaluation of a test instrument using an open-response format to measure students' SIC in content-rich biology contexts at the upper secondary level. First, a set of three sub-competences (generating hypotheses, designing experiments and analyzing data) each composed of five competence aspects is introduced from literature to define the SIC construct. The SIC instrument was then operationalized using six open-ended partial-credit items. After pilot testing, the instrument was administered to N = 220 students (ages 15-19) before and after an inquiry-based unit on enzymes. Instrument functioning was evaluated using the Rasch Partial-Credit Model and first results towards satisfactory instrument functioning (e.g., validity and reliability) are presented. Particularly noteworthy is that the observed pattern in competence difficulty matched the pattern predicted from theoretical considerations. We demonstrate how the SIC instrument can be used for competence assessment and the evaluation of the effectiveness of learning.