Developing an assessment framework of multidimensional scientific competencies

Abstract

The study aimed to develop and validate an assessment framework of multidimensional scientific competencies for seventh-grade students in the northeastern region of Thailand. A total of 289 samples with three different scientific competency levels were randomly selected to participate as testtakers. The design-based research encompassing four phases of the construct modelling approach, namely construct maps, item design, outcome space, and Wright map. Multidimensional Random Coefficient Multinomial Logit model was employed to examine the quality of the created assessment framework of multidimensional scientific competencies. The results showed that scientific competence is comprised of three dimensions, namely explain phenomena scientifically, evaluate and design scientific inquiry, and interpret data and evidence scientifically. Each dimension can be further categorized into four levels. The assessment framework consists of 16 items. The results revealed that there is validity evidence regarding internal structure based on the comparison of the model fit and Wright map. Moreover, results also indicated that the reliability evidence and item fit are compliance with the quality of the assessment framework as revealed in the analysis of standard error of measurement and infit and outfit of the items. It can be concluded that the assessment framework is currently prevalent to assess the scientific competencies of seventh-grade students.

The development of molecular genetics concept test for senior high school students using Rasch analysis

“…This assessment system is based on four principles: assessment should be based on a developmental perspective of student learning; what is taught and what is assessed must be clearly aligned; teachers are the managers and users of assessment data; and classroom assessment must uphold sound standards of validity and reliability. BEAR consists of a step-wise process including construct maps, items design, outcome space, and measurement model [9], [10].…”

Collaborative learning through virtual tools: Analysis of the perception of student satisfaction of teaching performance

“…In this regard, in [17], [18], the authors point out that the SERVQUAL model assesses the gap between expectations and perception of the quality of services along five dimensions: empathy, responsiveness, security, tangible elements and reliability [19], [20]. However, it is important to note that in the face of the state of health emergency declared worldwide by COVID-19, the use of technological tools, as well as the use of virtual platforms, have allowed the continuity of the educational service [21]- [23]. Universities today are aware of the importance of technological tools in training processes [24], [25].…”

The development of community learning center ‘Bue Ban’ in driving the smart city policy in Khon Kaen, Thailand

“…Many studies have been conducted to promote education in Thailand as it is an essential tool in developing Thailand [20]- [23], however, adequate educational opportunities for Thai people are more important. Building the community learning center (CLC) for people of all ages, equipped with modern technology is the way to promote adequate education and is a part of creating a smart city in response to the above-mentioned policy.…”