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ERIC Number: EJ850695
Record Type: Journal
Publication Date: 2009-Aug
Pages: 17
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-0022-4308
Supporting Valid Interpretations of Learning Progression Level Diagnoses
Steedle, Jeffrey T.; Shavelson, Richard J.
Journal of Research in Science Teaching, v46 n6 p699-715 Aug 2009
Assessments associated with learning progressions are designed to provide diagnostic information about the level and nature of student understanding. Valid interpretations of such diagnoses are only possible when students consistently express the ideas associated with a single learning progression level. Latent class analysis was employed to evaluate whether patterns of expected responses to diagnostic multiple-choice items afforded valid interpretations of learning progression level diagnoses. Results indicated that students with scientifically accurate understanding of the forces acting on an object with constant speed usually reasoned systematically across items, but many other students did not. Consequently, interpretations of learning progression level diagnoses on a proposed learning progression would often be invalid. Analyses of this sort would be useful in developing and validating future learning progressions. (Contains 7 tables and 2 figures.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 10; Grade 11; Grade 12; Grade 7; Grade 8; Grade 9
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A