NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ607462
Record Type: Journal
Publication Date: 2000
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0895-7347
The Effects of Content, Format, and Inquiry level on Science Performance Assessment Scores.
Stecher, Brian M.; Klein, Stephen P.; Solano-Flores, Guillermo; McCaffrey, Dan; Robyn, Abby; Shavelson, Richard J.; Haertel, Edward
Applied Measurement in Education, v13 n2 p139-60 2000
Studied content domain, format, and level of inquiry as factors contributing to the large variation in student performance across open-ended measures. Results for more than 1,200 eighth graders do not support the hypothesis that tasks similar in content, format, and level of inquiry would correlate higher with each other than with measures differing on these dimensions. (SLD)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A