ERIC Number: EJ923496
Record Type: Journal
Publication Date: 2011
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1756-1108
EISSN: N/A
Assessing the Complexity of Students' Knowledge in Chemistry
Bernholt, Sascha; Parchmann, Ilka
Chemistry Education Research and Practice, v12 n2 p167-173 2011
Current reforms in the education policy of various countries are intended to produce a paradigm shift in the educational system towards an outcome orientation. After implementing educational standards as normative objectives, the development of test procedures that adequately reflect these targets and standards is a central problem. This paper constructs the theoretical framework for the assessment of students' content knowledge in chemistry. The resulting scheme and manual were used to develop model-based tasks in various content areas. Students' performances in paper and pencil tests taken in school grades 6 to 12 were analyzed. The quantitative data were used for a reliable classification of the tasks. The results shed light on the development of content knowledge in chemistry as well as on the various systematic factors that influence students' performance. (Contains 6 tables and 2 figures.)
Descriptors: Science Achievement, Chemistry, Knowledge Level, Science Instruction, Secondary School Science, Statistical Analysis, Classification, Test Reliability, Foreign Countries, Test Items, Difficulty Level
Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 10; Grade 11; Grade 12; Grade 6; Grade 7; Grade 8; Grade 9; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A