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ERIC Number: EJ919606
Record Type: Journal
Publication Date: 2011
Pages: 22
Abstractor: As Provided
Reference Count: 53
ISSN: ISSN-0895-7347
Validating Measurement of Knowledge Integration in Science Using Multiple-Choice and Explanation Items
Lee, Hee-Sun; Liu, Ou Lydia; Linn, Marcia C.
Applied Measurement in Education, v24 n2 p115-136 2011
This study explores measurement of a construct called knowledge integration in science using multiple-choice and explanation items. We use construct and instructional validity evidence to examine the role multiple-choice and explanation items plays in measuring students' knowledge integration ability. For construct validity, we analyze item properties such as alignment, discrimination, and target range on the knowledge integration scale using a Rasch Partial Credit Model analysis. For instructional validity, we test the sensitivity of multiple-choice and explanation items to knowledge integration instruction using a cohort comparison design. Results show that (1) one third of correct multiple-choice responses are aligned with higher levels of knowledge integration while three quarters of incorrect multiple-choice responses are aligned with lower levels of knowledge integration, (2) explanation items discriminate between high and low knowledge integration ability students much more effectively than multiple-choice items, (3) explanation items measure a wider range of knowledge integration levels than multiple-choice items, and (4) explanation items are more sensitive to knowledge integration instruction than multiple-choice items. (Contains 3 tables and 4 figures.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona; Massachusetts; North Carolina; Virginia