Creating Accurate Science Benchmark Assessments to Inform Instruction

Vendlinski, Terry; Nagashima, Sam O.; Herman, Joan L.

doi:10.1037/e643602011-001

“…The questions of large scale examinations affect the students' mind because the students get prepared for the examination by studying the questions of the previous years and their similar. While low order questions lead the students to memorization, high order questions can support the students to analyse, synthesise, and transfer knowledge (Brualdi, 1998;Liang & Yuan, 2008;Özsevgeç & Çepni, 2006;Vendlinski et al, 2007). In this context it can be stated that LDE science questions have the potential to provide contribution to the students' cognitive development.…”

Section: Discussion and Conclusion About Lde Science Questions' Alignmentioning

confidence: 99%

The Association of Intended and Attained Curriculum in Science with Program for International Students Assessment

Çìl¹,

Çepni²

2014

IES

0

View full text Add to dashboard Cite

International examination results have already influenced many countries to make radical reforms in education system. According to these results countries have been categorized as high, middle and low achievement in education. Turkey has also taken these results into consideration quite seriously and started to investigate to what extent there are similarities among the nationwide examination questions and the international examination questions. This paper presents the findings obtained from the analysis of intended and attained curriculum in Turkish science context. Secondly, the paper analyses Level Determination Examination science questions according to Piaget cognitive development theory. Finally, the paper discusses the differences and similarities between the science questions in Level Determination Examination and Program for International Students Assessment. The results reveal that most Turkish students could not attain learning outcomes in intended curriculum. Level Determination Examination science questions are usually compatible with formal operational abilities of Piaget's theory of cognitive development and they are highly similar with the questions of Program for International Students Assessment.

show abstract

“…Assessment related problems have been identified as limiting factors towards improving the quality of SE in schools (Hamilton et al 2010;NECTA, 2010;Osaki, 2004a). Vendlinski, Nagashima, and Herman (2007) is connected (their know-who). Consequently, the acquisition of good certificates has become a tool for social promotion and a guarantee for a secure future, a condition which leaves students with no option but to go searching for good certificates for securing employment -at the expense of productivity.…”

Section: Effectiveness Of Assessment Proceduresmentioning

confidence: 99%

Improving the quality of science education in Tanzanian junior secondary schools: The stakeholders' perspectives, issues, and promising practices

Kalolo¹

0

View full text Add to dashboard Cite

<p>Improving quality science education (SE) in many countries across the world has been a focus of international inquiry. Though Tanzania, like many other countries, has placed an increasing focus on improving the quality of SE experiences in its schools, little has been made to achieve this goal. This means the process of providing quality SE remains problematic and challenging. This study explores promising practices for improving the quality of SE in Tanzanian junior secondary schools (JSS) from the perspectives of 67 key SE stakeholders involving: educators, policy makers, parents, students, science alumni and selected education officers. In order to address the issue, the study used a mixed method approach involving interviews and questionnaires (with all respondents except students); document review, and focus group discussions (with students). A pragmatic perspective, with an emphasis on creating a more relevant, contextual, responsive and functional SE experiences in schools, was used as a lens. The study was conducted in two concurrent (embedded) phases within two regions in Tanzania beginning with in-depth interviews with policy makers and followed by intensive study of schools. All phases of data collection generated qualitative and quantitative data sets, which were then analysed using thematic analysis and descriptive statistics respectively. The findings of this research identified that despite policy articulation, the understanding and delivery of quality SE in Tanzanian JSS has remained debatable, divisive and antagonistic controversy over its meaning, value, nature, features and measures. As such, a comprehensive framework is needed to harmonise the existing and diverse conceptions of what quality SE is among different stakeholders. The findings also revealed that there are several contextual challenges rooted in the processes of planning, delivery, assessment and monitoring of quality SE practices in schools. Respondents identified these challenges as limiting the efforts to provide quality SE. Employing comprehensive and multiple frameworks to address the issue of quality SE is likely to help in making school SE experiences become as relevant, context responsive and functional as possible. This thesis hybridises an American pragmatism and uses it in linking and integrating collective and different perspectives towards identifying promising practices for quality SE in Tanzanian JSS.</p>

show abstract

“…Assessment related problems have been identified as limiting factors towards improving the quality of SE in schools (Hamilton et al 2010;NECTA, 2010;Osaki, 2004a). Vendlinski, Nagashima, and Herman (2007) is connected (their know-who). Consequently, the acquisition of good certificates has become a tool for social promotion and a guarantee for a secure future, a condition which leaves students with no option but to go searching for good certificates for securing employment -at the expense of productivity.…”

Section: Effectiveness Of Assessment Proceduresmentioning

confidence: 99%

Improving the quality of science education in Tanzanian junior secondary schools: The stakeholders' perspectives, issues, and promising practices

Kalolo¹

1

0

View full text Add to dashboard Cite

<p>Improving quality science education (SE) in many countries across the world has been a focus of international inquiry. Though Tanzania, like many other countries, has placed an increasing focus on improving the quality of SE experiences in its schools, little has been made to achieve this goal. This means the process of providing quality SE remains problematic and challenging. This study explores promising practices for improving the quality of SE in Tanzanian junior secondary schools (JSS) from the perspectives of 67 key SE stakeholders involving: educators, policy makers, parents, students, science alumni and selected education officers. In order to address the issue, the study used a mixed method approach involving interviews and questionnaires (with all respondents except students); document review, and focus group discussions (with students). A pragmatic perspective, with an emphasis on creating a more relevant, contextual, responsive and functional SE experiences in schools, was used as a lens. The study was conducted in two concurrent (embedded) phases within two regions in Tanzania beginning with in-depth interviews with policy makers and followed by intensive study of schools. All phases of data collection generated qualitative and quantitative data sets, which were then analysed using thematic analysis and descriptive statistics respectively. The findings of this research identified that despite policy articulation, the understanding and delivery of quality SE in Tanzanian JSS has remained debatable, divisive and antagonistic controversy over its meaning, value, nature, features and measures. As such, a comprehensive framework is needed to harmonise the existing and diverse conceptions of what quality SE is among different stakeholders. The findings also revealed that there are several contextual challenges rooted in the processes of planning, delivery, assessment and monitoring of quality SE practices in schools. Respondents identified these challenges as limiting the efforts to provide quality SE. Employing comprehensive and multiple frameworks to address the issue of quality SE is likely to help in making school SE experiences become as relevant, context responsive and functional as possible. This thesis hybridises an American pragmatism and uses it in linking and integrating collective and different perspectives towards identifying promising practices for quality SE in Tanzanian JSS.</p>

show abstract

Creating Accurate Science Benchmark Assessments to Inform Instruction

Cited by 3 publications

References 15 publications

The Association of Intended and Attained Curriculum in Science with Program for International Students Assessment

The Association of Intended and Attained Curriculum in Science with Program for International Students Assessment

Improving the quality of science education in Tanzanian junior secondary schools: The stakeholders' perspectives, issues, and promising practices

Improving the quality of science education in Tanzanian junior secondary schools: The stakeholders' perspectives, issues, and promising practices

Contact Info

Product

Resources

About