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ERIC Number: ED411314
Record Type: RIE
Publication Date: 1997-Mar
Pages: 28
Abstractor: N/A
On the Development and Scoring of Classification and Observation Science Performance Assessments.
Solano-Flores, Guillermo; Shavelson, Richard J.; Ruiz-Primo, Maria Araceli; Schults, Susan Elise; Wiley, Edward W.; Brown, Janet H.
In a project on the development of performance assessments in science, researchers have developed four types of assessment: comparative, component identification, classification, and observation. They have noted that assessments belonging to the same type of task can be scored for the same performance properties. This paper reports on the relationship between the characteristics of the task and the characteristics of the scoring system for assessments involving classification and observation. The development of two such tasks, a classification task called "Sink and Float" and an observation task called "Daytime Astronomy," is described. Scoring systems are also described. Sink and Float asks students to identify weight and size as dimensions critical to sinking and floating, while Daytime Astronomy asks students to project shadows in a box with a flashlight and solve location problems through the "sun" shadows. Sink and Float was tested with 2 5th-grade classes (32 students) who were rated by 2 raters. Daytime Astronomy was piloted with 3 5th-grade classes (58 students). There were reasonably high interrater reliabilities for both assessments, and the problems presented in each assessment distinguished different types of knowledge with the domain addressed by the assessment. Results suggest that observation assessments in particular address a very elusive kind of knowledge. Additional study is needed before these assessments are ready for general use. (Contains 6 tables and 18 references.) (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997).