Mapping student understanding in chemistry: The Perspectives of Chemists

Claesgens, Jennifer; Scalise, Kathleen; Wilson, Mark; Stacy, Angelica M.

doi:10.1002/sce.20292

Cited by 57 publications

(42 citation statements)

References 45 publications

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“…A construct-modeling approach to measurement development is a particularly powerful one for researchers interested in understanding knowledge progression, as opposed to ranking students according to performance. Although Mark Wilson has written an authoritative text on the topic (Wilson, 2005), there are only a handful of examples of using a construct-modeling approach in the empirical research literature (see Acton, Kunz, Wilson, & Hall, 2005; Masse, Heesch, Eason, & Wilson, 2006; Wilson, 2008), with only a few focused on academic knowledge (see Claesgens, Scalise, Wilson, & Stacy, 2009; Dawson-Tunik, Commons, Wilson, & Fischer, 2005; Wilson & Sloane, 2000). We found construct modeling to be very insightful and hope this article will inspire other educational and developmental psychologists to use the approach.…”

Section: Discussionmentioning

confidence: 99%

Assessing knowledge of mathematical equivalence: A construct-modeling approach.

Rittle‐Johnson¹,

Matthews²,

Taylor³

et al. 2011

Journal of Educational Psychology

127

151

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Knowledge of mathematical equivalence, the principle that 2 sides of an equation represent the same value, is a foundational concept in algebra, and this knowledge develops throughout elementary and middle school. Using a construct-modeling approach, we developed an assessment of equivalence knowledge. Second through sixth graders (N ϭ 175) completed the assessment on 2 occasions, 2 weeks apart. Evidence supported the reliability and validity of the assessment along a number of dimensions, and the relative difficulty of items was consistent with the predictions from our construct map. By Grade 5, most students held a basic relational view of equivalence and were beginning to compare the 2 sides of an equation. This study provides insights into the order in which students typically learn different aspects of equivalence knowledge. It also illustrates a powerful but underutilized approach to measurement development that is particularly useful for developing measures meant to detect changes in knowledge over time or after intervention.

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Section: Discussionmentioning

confidence: 99%

Assessing knowledge of mathematical equivalence: A construct-modeling approach.

Rittle‐Johnson¹,

Matthews²,

Taylor³

et al. 2011

Journal of Educational Psychology

127

151

View full text Add to dashboard Cite

show abstract

“…Furthermore, Rasch model has been introduced as a measurement method that can integrate the diagnostic evaluation approach of students' misconception with summative evaluation of students (Liu, 2012). Although there are still studies that develop formative evaluations to investigate the progression of student learning outcomes (Claesgens, Scalise, Wilson, & Stacy, 2009;Hadenfeldt et al, 2013), several other studies have developed integrative diagnostic and summative approaches (Hoe & Subramaniam, 2016). In fact, there are studies have developed instruments based on Rasch modeling, which integrate the diagnostic evaluation approach to misconception with summative evaluation in chemistry learning (Chi, Wang, Luo, Yang, & Huang, 2018).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The Development of Two-Tier Instrument Based On Distractor to Assess Conceptual Understanding Level and Student Misconceptions in Explaining Redox Reactions

Laliyo

Botutihe

Panigoro

2019

IJLTER

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Fifteen distractor two-level multiple choice items were developed as diagnostic instruments to evaluate the level of conceptual understanding and structure of students' misconceptions in explaining redox reactions. Questions at the first tier (Q1) assess the level of knowledge, and questions at the second tier (Q2) assess the level of reasoning of students. This instrument was given to 1150 participants. The participants were 11th grade students, from eight senior high schools, in the Eastern part of Indonesia. The collected data was analyzed using the Rasch model approach. The results of this study provide diagnostic and summative information on the progressiveness of student learning outcomes, as well as evidence of empirical validity and reliability of measurement. In addition, by comparing the size of items Q1 with Q2, it was found that the level of student knowledge is not always proportional to the level of reasoning, even in some cases, the level of knowledge is lower than the level of reasoning, and vice versa. The results of the investigation using the option probability curve; it was revealed that there were students' misconceptions and inconsistencies about the concepts of reduction, oxidation and oxidation numbers. This result confirms why students have difficulty interpreting and converting redox reaction equations.

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“…When learning is considered in the conceptual understanding dimension, it means that scientific facts and algorithms are understood beyond memorization and a dynamic process between what is desired and achieved in the students is structured. In this sense, it is expected students to move from answers containing scientific terms and formula-based solutions to answers integrating new concepts and making connections between those concepts to achieve transitions to higher-order thinking in explaining scientific truth (Claesgens, Scalise, Wilson & Stacy, 2009). However, it is difficult to explain concepts using the content knowledge for students, especially the concepts related to electromagnetism, regardless of age group (Beer, 2010).…”

Section: The Role Of Rubrics In Students' Learningmentioning

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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Mapping student understanding in chemistry: The Perspectives of Chemists

Cited by 57 publications

References 45 publications

Assessing knowledge of mathematical equivalence: A construct-modeling approach.

Assessing knowledge of mathematical equivalence: A construct-modeling approach.

The Development of Two-Tier Instrument Based On Distractor to Assess Conceptual Understanding Level and Student Misconceptions in Explaining Redox Reactions

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

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