Establishing the Criterion-related, Construct, and Content Validities of a Simulation-based Assessment of Inquiry Abilities

Wu, Pai Hsing; Wu, Hsin Kai; Hsu, Ying Shao

doi:10.1080/09500693.2013.871660

Cited by 15 publications

(4 citation statements)

References 31 publications

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“…The multimedia‐based assessment was used because computer‐based assessments have a greater potential not only for efficient test administration and data handling but for authentic measurement in complex learning skills (Kuo & Wu, ) such as problem‐solving skills and inquiry abilities. The validity and reliability of the assessment items have been established by previous studies (Kuo, Wu, Jen, & Hsu, ; Wu, Wu, & Hsu, ). Specifically, in the pilot study, when students' responses were modeled by item response theory, the assessment items had a person separate reliability at .91.…”

Section: Methodsmentioning

confidence: 98%

Learning benefits of secondary school students' inquiry‐related curiosity: A cross‐grade comparison of the relationships among learning experiences, curiosity, engagement, and inquiry abilities

Kuo

et al. 2018

Science Education

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This study addresses the issue of curiosity‐driven inquiry learning by examining the interplay among students’ inquiry‐related curiosity, laboratory engagement, and inquiry abilities and investigates how their learning experiences would associate with such interplay. We employed structural equation modeling to analyze data collected from 920 eighth graders and 1,090 eleventh graders, including their performances on a multimedia‐based assessment of scientific inquiry abilities and their responses to items in an online questionnaire. The results revealed that, for students from both grades, inquiry‐related curiosity was associated with their inquiry abilities, and that the association was mediated by their inquiry‐related laboratory engagement. Furthermore, the analyses showed that both formal and informal experiences were associated with the laboratory engagement of students from both grades through curiosity. Yet, the results indicated that, although the roles of the two types of experiences varied in the associations, formal science experience had stronger associations with students' inquiry abilities than informal science experience for both graders. Taken together, this study supports the importance of having curiosity‐driven engagement and suggests that the science education community should collaboratively offer secondary school students such learning opportunities in formal and informal science learning settings.

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Section: Methodsmentioning

confidence: 98%

Learning benefits of secondary school students' inquiry‐related curiosity: A cross‐grade comparison of the relationships among learning experiences, curiosity, engagement, and inquiry abilities

Kuo

et al. 2018

Science Education

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“…Having considered the potential of CBAs in assessing complex abilities, therefore, we designed a multimedia-based assessment for secondary school students that focused on inquiry abilities in science education (Wu, Wu, & Hsu, 2014). To fill the gap of research on the effects of MERs in CBAs, through the design of test booklets and the participation of 1218 students (561 8th graders and 657 11th graders), this study aimed at investigating how modalities of representations (i.e., dynamic and static) and types of visual information (i.e., context and content) affected the item difficulty of the multimedia-based assessment.…”

Section: Introductionmentioning

confidence: 99%

What makes an item more difficult? Effects of modality and type of visual information in a computer-based assessment of scientific inquiry abilities

Kuo

Jen

et al. 2015

Computers & Education

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“…To determine the validity of the scoring to the students' solutions, linear regression analyses were performed to check the congruence between the scores of the researcher and the second coder. Another way to examine the validity of the scoring was to check whether the inferences based on the scores collected with the rubric were supported by evidence collected by another instrument that was used as a criterion (Wu, Wu & Hsu, 2014). In this study, criterion-related validity was calculated by examining Pearson's correlations between the pre-, post-test rubric scores and achievement and final exam scores respectively.…”

Section: Discussionmentioning

confidence: 99%

Development and use of a rubric to assess undergraduates’ problem solutions in Physics

Kocakülah

2022

Participatory Educational Research

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The aim of this study is to develop and apply a rubric to evaluate the solutions proposed for questions about electromagnetic induction belonging to university second year pre-service teachers. In this study which has pretest-posttest quasi-experimental design with control group, teaching of the topic of electromagnetic induction was applied to both groups with the same teaching method and a test consisting of four questions was applied before and after the teaching. 73 students in the experimental group were informed about the properties and usage of rubrics and asked to create a rubric. The effect of rubric on the success of students was examined by applying descriptive statistics and t-tests to the scores obtained from both tests. The validity and reliability of the scoring with rubric were analyzed by calculating the linear regression, t-test statistics, Pearson correlation, Intraclass correlation and Cronbach-alpha correlation coefficients. The results of the analyses show that the developed rubric was used consistently by the researcher and an independent coder and there was a high and significant (p=.000) relationship between the scores for all questions. In the inter-rater reliability analysis for each question, the lowest ICC coefficient was specified as .826. In light of the findings obtained from the study, it was concluded that the developed rubric helped to make consistent and stable ratings independent of the scorer, to determine the characteristics of the problem solutions and to increase the level of achievement of students. Another type of analytical rubric can be created and used for other topics of the area of Physics and the results can be compared with the findings of this study.

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Establishing the Criterion-related, Construct, and Content Validities of a Simulation-based Assessment of Inquiry Abilities

Cited by 15 publications

References 31 publications

Learning benefits of secondary school students' inquiry‐related curiosity: A cross‐grade comparison of the relationships among learning experiences, curiosity, engagement, and inquiry abilities

Learning benefits of secondary school students' inquiry‐related curiosity: A cross‐grade comparison of the relationships among learning experiences, curiosity, engagement, and inquiry abilities

What makes an item more difficult? Effects of modality and type of visual information in a computer-based assessment of scientific inquiry abilities

Development and use of a rubric to assess undergraduates’ problem solutions in Physics

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