The Relevance of Multiple- Choice Tests in Assessing Science Understanding

Assessing Science Understanding

Volumn , Issue , 2005, Pages 249-278

  Sadler, Philip M ^a  

^a HARVARD SMITHSONIAN CENTER FOR ASTROPHYSICS   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0141973819     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1016/B978-012498365-6/50013-5     Document Type: Chapter

References (89)

1. Airasian P.W., Bart W.M. Ordering theory: A new and useful model. Educational Technology 1993, 56-60. May.
2. Anderson C.W., Smith E.L. Children's conceptions of light and color, understanding the role of unseen rays No. ERIC ED 270 318 1986, Institute for Research on Teaching, Michigan State University.
3. Arnaudin M.W., Mintzes.J.J. Students' alternative conceptions of the human circulatory system: A cross-age study. Science Education 1985, 69(5):721-733.
4. Ausubel D.P. Educational Psychology: A Cognitive View 1968, Holt, Rinehart & Winston, New York.
5. Baker F.B. The basics of item response theory 1985, Heineman, Portsmouth, NH.
6. Bant W.M., Krus D.J. An ordering-theoretic method to determine hierarchies among items. Educational and Psychological Measurement 1973, 33:291-300.
7. Bart W.M., Read S.A. A statistical test for prerequisite relations. Educational and Psychological Measurement 1984, 44:223-227.
8. Baxter J. Children's understanding of familiar astronomical events. International Journal of Science Education 1989, 11:502-513.
9. Bell B. When is an animal not an animal?. Journal of Biological Education 1981, 15(3):213-218.
10. Bloom B. A taxonomy of Educational Objectives: Handbook 1, the cognitive domain 1950, David McKay, New York.
11. Boone W.J. How psychometric analysis can help teachers realize a curriculum. AERA, ED342727 1990, ERIC, Boston.
12. Boone W.J. How psychometric analysis can help teachers realize a curriculum. Paper No. ERIC ED342727 1990, AERA.
13. Borko H., Livingston C. Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers. American Educational Research Journal 1989, 26:473-498.
14. Boujaoude S.B. The relationship between students' learning strategies and the change in their misunderstandings during a high school chemistry course. Journal of Research in Science Teaching 1992, 29(7):687-699.
15. Bouwens R.E.A. Misconceptions among pupils regarding geometrical optics. GIREP- Cosmos - an educational challenge 1986, 369-370. European Space Agency, Copenhagen.
16. Brumby M.N. Misconceptions about the concept of natural selection by medical biology students. Science Education 1984, 68(4):493-503.
17. Caramazza A., McCloskey M., Green B. Naive beliefs in sophisticated subjects: Misconceptions about trajectories of objects. Cognition 1981, 9:117.
18. Champagne A.B., Klopfer L.E., Anderson J.H. Factors influencing the learning of classical mechanics. American Journal of Physics 1980, 48(12 Dec):1074-1079.
19. Clement J. Students preconceptions in introductory mechanics. American journal of Physics 1982, 50:66.
20. Cohen M.R., Kagan M.H. Where does the old Moon go?. The Science Teacher 1979, 46:22-23.
21. Council N.R. National science education standards 1996, National Academy Press, Washington; DC.
22. Dai M.F. Misconceptions about the Moon held by fifth and sixth graders in Taiwan. National Science Teachers Association 1990.
23. DiBello L.V., Stout W.F, Roussos L.A. Unified cognitive/psychometric diagnostic assessment likelihood-based classification techniques. Cognitively diagnostic assessment 1993, Lawrence Erlbaum, Hillsdale, NJ. P.D. Nichols, S.F. Chipman, R.L. Brennan (Eds.).
24. Doran R.L., Lawrenz F, Helgeson S. Research on Assessment in Science. Handbook of research on science teaching and learning 1994, 388-441. Simon & Schuster Macmillan, New York. D.L. Gabel (Ed.).
25. Driver R. The representation of conceptual frameworks in young adolescent science students. Ph.D. dissertation 1973, University of Illinois.
26. Driver R. Pupil as scientist 1985, Open University Press, Milton Keynes, England.
27. Driver R., Squires A., Rushworth P., Robinson V.-W. Making sense of secondary science: Research into children's ideas 1994, Routledge, New York.
28. Duckworth E. "The having of wonderful ideas" & other essays on teaching and learning 1987, Teachers College Press, New York.
29. Eaton J.F Student misconceptions interfere with science learning: case studies of fifthgrade students. Elementary School Journal 1984, 84:365-379.
30. Erickson G., Tiberghien A. Heat and temperature. Children's ideas in science 1985, 52-84. Open University Press, Philadelphia. R. Driver, E. Guesne, A. Tiberhien (Eds.).
31. Everson H.T. Modeling the student in intelligent tutoring systems: The promise of a new psychometrics. Instructional Science 1995, 23:433-452.
32. Feltovich P.J., Spiro R.J., Coulson R.L. Learning teaching and testing for complex conceptual understanding. Test theory for a new generation of tests 1993, 181-217. Lawrence Erlbaum, Hillsdale, NJ. N. Frederikson, R. J. Mislevy, I. Bejar (Eds.).
33. Finley F.N. Evaluating instructing: the complementary use of clinical interviews. Journal of Research in Science Teaching 1986, 23:635-660.
34. Freire P. The "banking" concept of education. Ways of Reading 1993, 207-221. Bedford, Boston. 3rd Ed. D. Bartholomae, A. Petrosky (Eds.).
35. Freyberg P., Osborne R. Constructing a survey of alternative views. Learning in science, the implication of childrens' science 1985, 166-167. Heineman, Auckland, New Zealand. R. J. Osborne, P. Freyberg (Eds.).
36. Furuness L.B., Cohen M. Children's conception of the seasons: A comparison of three interview techniques, April 1, 1989 1989.
37. Gilbert J.K. The study of student misunderstandings in the physical sciences, Research in Science Education 1977, 165-171.
38. Gorodetsky M., Gussarsky E. The role of students and teachers in misconceptualization of aspects of "chemical equilibrium". Second international seminar: Misconceptions and educational strategies in science and mathematics 1987, 187-193. Cornell University (Dept. of Education), Ithaca, NY.
39. Haertel E.H., Wiley D.E. Representations of ability structures: Implications for testing. Test theory for a new generation of tests 1993, 359-384. Lawrence Erlbaum, Hillsdale, NJ. N. Fredericksen, R. J. Mislevy, I. I. Bejar (Eds.).
40. Haladyna T.M. Developing and validating multiple-choice test items 1994, Lawrence Erlbaum, Hillsdale, NJ.
41. Halloon I.A., Hestenes D. The initial knowledge state of college physics students. American Journal of Physics 1985, 53:1043-1055.
42. Hambleton R.K., Swaminathan H., Rogers H.J. Fundamentals of item response theory 1991, Sage, Newbury Park, CA.
43. Hestenes D., Wells M., Swackhammer G. Force concept inventory. The Physics Teacher 1992, 30(3):141-158.
44. Jiang H., DiBello L., Stout W. An estimation procedure for the structural parameters of the unified cognitive/IRT model. NCME 1996, 1-20. ERIC, New York.
45. Jung W. Understanding students' understandings: the case of elementary optics. 2nd international seminar on misconception and educational strategies in science and mathematics 1987, 3:268-277. Cornell University Press, Ithaca, NY. J. D. Novak (Ed.).
46. Klein C.A. Children's concepts of the Earth and the Sun: A cross cultural study. Science Education 1982, 65(1):95-107.
47. Langford P. Children's thinking and learning in elementary school 1989, Technomic, Lancaster; PA.
48. Lightman A.P., Miller J.D. Contemporary cosmological beliefs. Social Studies of Science 1989, 19:127-136.
49. Masters G.N., Mislevy R.J. New views of student learning: Implications for educational measurement. Test theory for a new generation of tests 1993, 219-242. Lawrence Erlbaum, Hillsdale, NJ. N. Frederikson, R. J. Mislevy, I. Bejar (Eds.).
50. McDermott L.C. Research on conceptual learning in mechanics. Physics Today 1984, 24-32. July.
51. Millar R., Gott R., Lubben F, Duggan S. Children's performance of investigative tasks in science: A framework for considering progression 1993, ERIC ED364417, British Educational Research Association, Liverpool.
52. Mislevy R.J. Foundations of a new test theory. Test theory for a new generation of tests 1993, 19-39. Lawrence Erlbaum, Hillsdale, NJ. N. Frederikson, R. J. Mislevy, I. Bejar (Eds.).
53. Mislevy R.J. Introduction. Test theory for a new generation of tests 1993, ix-xii. Lawrence Erlbaum, Hillsdale, NJ. N. Frederikson, R. J. Mislevy, I. Bejar (Eds.).
54. Narode R. Standardized testing for misconceptions in basic mathematics. 2nd international seminar on misconception and educational strategies in science and mathematics 1987, 1:222-333. Cornell University Press, Ithaca, NY. J. D. Novak (Ed.).
55. Neil M. How the "principles and indicators for student assessment systems" should affect practice. AERA, ED399292 1996, ERIC, New York.
56. Newman D., Morrison D. The conflict between teaching and scientific sense-making: The case of a curriculum on seasonal change. Interactive Learning Environments 1993, 3(1):1-16.
57. Nichols P.D. A framework for developing cognitively diagnostic assessments. Review of Educational Literature 1994, 64(4):575-603.
58. Novak.J.D. A theory of education 1977, Cornell University Press, Ithaca, NY.
59. Novick S., Nussbaum J. Using interviews to probe understanding. The Science Teacher 1978, 29-30. November.
60. Nussbaum J. Students perception of astronomical concepts. GIREP - cosmos - and educational challenge 1986, 87-97. European Space Agency, Copenhagen. J. Hunt (Ed.).
61. Nussbaum J., Novak J. An assessment of childrens' concepts of the earth utilizing structured interviews. Science Education 1976, 60(4):535-550.
62. Nussbaum J., Novak J. Alternative frameworks, conceptual conflict and accommodation: toward a principled teaching strategy. Instructional Science 1982, 11:183-200.
63. Osborne R.J., Bell B.F. Science teaching and childrens' views of the world. European Journal of Science Education 1983, 5(1):1-14.
64. Osborne R.J., Gilbert J.K. A technique for exploring students' views of the world. Physics Education 1980, 15:376-379.
65. Phelps R.P. The extent and character of system-wide student testing in the United States. Educational Measurement 1997, 4(2):89-121.
66. Piaget.J., Inhelder B. The child's conception of space 1929, W. W. Norton, New York. F. J. Langdon, J. L. Lunzer (Eds.).
67. Rhine S. The role of research and teachers' knowledge base in professional development. Educational Researcher 1998, 27-31. June-July.
68. Roth K.J. The effect of science texts on students misconceptions about food for plants. Ph.D. dissertation 1985, Michigan State University.
69. Sadler P.M. The initial knowledge state of high school astronomy students 1992, Graduate School of Education. D.,. Harvard (Ed.).
70. Sadler P.M. Astronomy's conceptual hierarchy. Proceedings of the ASP astronomy education meeting 1995, Astronomical Society of the Pacific. J. Percy (Ed.).
71. Sadler P.M. Psychometric models of student conceptions in science. Reconciling qualitative studies and distractor-driven assessment and instruments. Journal of Research in Science Teaching. 1998, 35(3):265-296.
72. Sadler P.M., Tai R. High school physics: Its role in preparing students for college physics. The Physics Teacher 1997, May.
73. Schneps M.H., Sadler P.M. A private universe 1988, Annenberg/CPB, New York.
74. Schoon K.J. Misconceptions in Earth and space sciences, A cross-age study. Ph.D. dissertation 1988, Loyola University.
75. Shipstone D. Electricity in simple circuits. Children's ideas in science 1985, 33-51. Open University Press, Philadelphia. R. Driver, E. Guesne, A. Tiberhien (Eds.).
76. Shipstone D.M., Rboneck C., Jung W., Karrgvist C, Dupin.J.J., Joshua S., Licht P. A study of students understanding of electricity in five European countries. European journal of Science Education 1987, 10(3):303-316.
77. Sneider C, Pulos S. Childrens' cosmographies: understanding the Earth's shape and gravity. Science Education 1983, 67(2):205-222.
78. Snow R., Lohman D. Implications of cognitive psychology for educational measurement. Educational measurement 1993, American Council on Education, Macmillan, New York. R. L. Linn (Ed.).
79. Thissen D., Steinberg L., Fitzpatrick A.R. Multiple-choice models: The distractors are also part of the item. Journal of Educational Measurement 1989, 26(2):161-176.
80. Touger J.S. Students' conceptions about planetary motion 1985, 1985. January 23.
81. Trabin T.E., Weiss D.J. The person response curve: Fit of individuals to item response theory models. New horizons in testing: Latent trait theory and computerized adaptive testing 1983, 83-108. Academic Press, New York. D. J. Weiss (Ed.).
82. Treagust D.F Evaluating students' misconceptions by means of diagnostic multiple choice items. Research in Science Education 1986, 363-369.
83. Treagust D.F. Diagnostic assessment of students' science knowledge. Learning science in the schools 1995, 327-346. Lawrence Earlbaum, Mahwah, NJ. S. M. Glynn, R. Duit (Eds.).
84. Vincentini-Missoni M. Earth and gravity: Comparison between adult's and children's knowledge. Problems concerning students' representation of physics and chemistry knowledge 1981, University of Frankfort, Frankfort. W. Jung (Ed.).
85. Vosniadou S., Brewer W. Mental models of the day/night cycle. Cognitive Science 1994, 18:123-183.
86. Walsh W.B., Betz N.E. Tests and assessment 1995, Prentice Hall, Englewood Cliffs, NJ. 3rd ed.
87. Weiss D.J. Introduction. New horizons in testing: Latent trait theory and computerized adaptive testing 1983, 1-8. Academic Press, New York. D. J. Weiss (Ed.).
88. Welch W.W. Student assessment and curriculum evaluation. Improving science education 1995, 90-116. National Society for the Study of Education, Chicago. B. J. Fraser, H. J. Walberg (Eds.).
89. Za'rour G.L. Interpretation of natural phenomena by Lebanese school children. Science Education 1976, 60:277-287.