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Peer reviewed
Direct linkLiu, Ou Lydia; Lee, Hee-Sun; Linn, Marcia C. – Educational Assessment, 2011
Both multiple-choice and constructed-response items have known advantages and disadvantages in measuring scientific inquiry. In this article we explore the function of explanation multiple-choice (EMC) items and examine how EMC items differ from traditional multiple-choice and constructed-response items in measuring scientific reasoning. A group…
Descriptors: Science Tests, Multiple Choice Tests, Responses, Test Items
Liu, Ou Lydia; Lee, Hee-Sun; Linn, Marcia C. – Educational Assessment, 2010
To improve student science achievement in the United States we need inquiry-based instruction that promotes coherent understanding and assessments that are aligned with the instruction. Instead, current textbooks often offer fragmented ideas and most assessments only tap recall of details. In this study we implemented 10 inquiry-based science…
Descriptors: Inquiry, Active Learning, Science Achievement, Science Instruction
Liu, Ou Lydia; Lee, Hee-Sun; Hofstetter, Carolyn; Linn, Marcia C. – Educational Assessment, 2008
In response to the demand for sound science assessments, this article presents the development of a latent construct called knowledge integration as an effective measure of science inquiry. Knowledge integration assessments ask students to link, distinguish, evaluate, and organize their ideas about complex scientific topics. The article focuses on…
Descriptors: Standardized Tests, Scoring Rubrics, Psychometrics, Concept Mapping
