NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ887201
Record Type: Journal
Publication Date: 2010
Pages: 18
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-1062-7197
Multifaceted Assessment of Inquiry-Based Science Learning
Liu, Ou Lydia; Lee, Hee-Sun; Linn, Marcia C.
Educational Assessment, v15 n2 p69-86 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 units that promote knowledge integration and developed assessments that measure student knowledge integration abilities. To measure student learning outcomes, we designed a science assessment consisting of both "proximal" items that are related to the units and "distal" items that are published from standardized tests (e.g., Trends in International Mathematics and Science Study). We compared the psychometric properties and instructional sensitivity of the proximal and distal items. To unveil the context of learning, we examined how student, class, and teacher characteristics affect student inquiry science learning. Several teacher-level characteristics including professional development showed a positive impact on science performance. (Contains 4 tables and 3 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED560919