ERIC Number: ED426078
Record Type: Non-Journal
Publication Date: 1998-Apr
Reference Count: N/A
Do Content, Format, and Level of Inquiry Affect Scores on Open-Ended Science Tasks?
Stecher, Brian M.; Klein, Stephen P.; Solano-Flores, Guillermo; McCaffrey, Dan; Robyn, Abby; Shavelson, Richard J.; Haertel, Edward
This study investigated three factors that may contribute to the large variation in student performance across open-ended measures. These factors are content domain, format (whether the task required only pencil and paper or involved a hands-on manipulation of equipment), and level of inquiry (whether the task guided the student toward the solution or required the student to develop a solution strategy). Six similar investigations of acids and bases were developed from a common shell that controlled for format and level of inquiry. More than 1,200 eighth graders completed 2 of these tasks as well as tasks drawn form other content areas and a multiple-choice test of science. Results do not bear out the hypothesis that tasks that were similar to each other in content, level of inquiry, and format would be more highly correlated with each other than with measures that differed on these dimensions. Post-hoc analyses of the tasks revealed unanticipated differences in developers' interpretation of the shell that may have affected student performance. Implications for large-scale use of performance measures are discussed. (Contains 3 tables, 6 figures, and 23 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: N/A