ERIC Number: EJ902503
Record Type: Journal
Publication Date: 2009-Dec
Abstractor: As Provided
Reference Count: 26
The Frequency, Variation, and Function of Graphical Representations within Standardized State Science Tests
Yeh, Yi-Fen Y.; McTigue, Erin M.
School Science and Mathematics, v109 n8 p435-449 Dec 2009
The purpose of this study was to determine the extent that diagrammatic literacy is necessary for success on standardized science tests at the late-elementary and middle grade levels. Towards this goal, we quantified the frequency, form and function of graphical representations on select state science tests. 985 tests items from 14 states were analyzed with 52.7% of the test items including graphical representations. The majority of these graphics, 79.5%, contained information that was essential for correctly answering the questions. The paper also discussed the trends of graphical representations in grade levels and alignment to national standards, following with teacher-implications. (Contains 5 tables and 8 figures.)
Descriptors: Science Tests, Standardized Tests, Visual Aids, Test Items, Visual Literacy, National Standards, Alignment (Education), Elementary Schools, Middle Schools
School Science and Mathematics Association. Oklahoma State University, 245 Willard, Stillwater, OK 74078. Tel: 405-744-8018; Fax: 405-744-6290; e-mail: firstname.lastname@example.org; Web site: http://ssmj.tamu.edu.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Middle Schools
Authoring Institution: N/A
Identifiers - Location: California; Colorado; Florida; Indiana; Maine; Massachusetts; Montana; New York; Ohio; Pennsylvania; Tennessee; Texas; Virginia; West Virginia