메뉴 건너뛰기




Volumn 24, Issue 2, 2011, Pages 115-136

Validating measurement of knowledge integration in science using multiple-choice and explanation items

Author keywords

[No Author keywords available]

Indexed keywords


EID: 79953136183     PISSN: 08957347     EISSN: None     Source Type: Journal    
DOI: 10.1080/08957347.2011.554604     Document Type: Article
Times cited : (95)

References (53)
  • 1
    • 0003926154 scopus 로고
    • American Association for the Advancement of Science (AAAS), New York: Oxford University Press
    • American Association for the Advancement of Science (AAAS). (1993). Benchmarks for science literacy. New York: Oxford University Press.
    • (1993) Benchmarks For Science Literacy
  • 2
    • 0002068257 scopus 로고    scopus 로고
    • Investigating the cognitive complexity of science assessments
    • Baxter, G. P., & Glaser, R. (1998). Investigating the cognitive complexity of science assessments. Educational Measurement: Issues and Practice, 17(3), 37-45.
    • (1998) Educational Measurement: Issues and Practice , vol.17 , Issue.3 , pp. 37-45
    • Baxter, G.P.1    Glaser, R.2
  • 5
    • 0002213688 scopus 로고    scopus 로고
    • Rethinking transfer: A simple proposal with multiple implications
    • Bransford, J. D., & Schwartz, D. L. (1999). Rethinking transfer: A simple proposal with multiple implications. Review of Research in Education, 24, 61-100.
    • (1999) Review of Research In Education , vol.24 , pp. 61-100
    • Bransford, J.D.1    Schwartz, D.L.2
  • 6
    • 33645078120 scopus 로고    scopus 로고
    • Diagnostic assessment with ordered multiple-choice items
    • Briggs, D. C., Alonzo, A. C., Schwab, C., & Wilson, M. (2006). Diagnostic assessment with ordered multiple-choice items. Educational Assessment 11(1), 33-63.
    • (2006) Educational Assessment , vol.11 , Issue.1 , pp. 33-63
    • Briggs, D.C.1    Alonzo, A.C.2    Schwab, C.3    Wilson, M.4
  • 7
    • 84988060668 scopus 로고
    • Relationships among multiple-choice and open-ended analytical questions
    • Bridgeman, B., & Rock, D. A. (1993). Relationships among multiple-choice and open-ended analytical questions. Journal of Educational Measurement, 30(4), 313-329.
    • (1993) Journal of Educational Measurement , vol.30 , Issue.4 , pp. 313-329
    • Bridgeman, B.1    Rock, D.A.2
  • 9
    • 0141953054 scopus 로고    scopus 로고
    • Scaffolding knowledge integration through curricular depth
    • Clark, D. B., & Linn, M. C. (2003).Scaffolding knowledge integration through curricular depth. Journal of Learning Sciences, 12, 451-494.
    • (2003) Journal of Learning Sciences , vol.12 , pp. 451-494
    • Clark, D.B.1    Linn, M.C.2
  • 10
    • 0002233166 scopus 로고    scopus 로고
    • Assessment of complex performances: Limitations of key measurement assumptions
    • Delandshere, G., & Petrosky, A. R. (1998). Assessment of complex performances: Limitations of key measurement assumptions. Educational Researcher, 27, 14-24.
    • (1998) Educational Researcher , vol.27 , pp. 14-24
    • Delandshere, G.1    Petrosky, A.R.2
  • 11
    • 84976981517 scopus 로고
    • Procedures for the analysis of classroom tests
    • Ebel, R. L. (1954). Procedures for the analysis of classroom tests. Educational and Psychological Measurement, 14, 352-364.
    • (1954) Educational and Psychological Measurement , vol.14 , pp. 352-364
    • Ebel, R.L.1
  • 13
    • 0000958320 scopus 로고
    • The real test bias: Influence of testing on teaching and learning
    • Frederiksen, N. (1984). The real test bias: Influence of testing on teaching and learning. American Psychologist, 39, 193-202.
    • (1984) American Psychologist , vol.39 , pp. 193-202
    • Frederiksen, N.1
  • 16
    • 0038272325 scopus 로고
    • Comparisons of short answer and multiple choice tests covering identical subject content
    • Hurd, A. W. (1932). Comparisons of short answer and multiple choice tests covering identical subject content. Journal of Educational Research, 26(1), 28-30.
    • (1932) Journal of Educational Research , vol.26 , Issue.1 , pp. 28-30
    • Hurd, A.W.1
  • 17
    • 0042629167 scopus 로고    scopus 로고
    • International Association for the Evaluation of Educational Achievement (IEA), Retrieved April 1, 2004
    • International Association for the Evaluation of Educational Achievement (IEA). (1996). TIMSS science items: Released set for population 2 (seventh and eighth grades). Retrieved April 1, 2004 from timss.bc.edu/timss1995i/TIMSSPDF/BSItems.pdf
    • (1996) TIMSS Science Items: Released Set For Population 2 (seventh and Eighth Grades)
  • 18
    • 77952320570 scopus 로고    scopus 로고
    • Assessing students' level of knowledge and analysing the reasons for learning difficulties in physics by Rasch analysis
    • In X. Liu & W. J. Boone (Eds.), Maple Grove, MN: JAM press
    • Kauertz, A. & Fischer, H. E. (2006). Assessing students' level of knowledge and analysing the reasons for learning difficulties in physics by Rasch analysis. In X. Liu & W. J. Boone (Eds.), Applications of Rasch measurement in science education (pp. 212-246). Maple Grove, MN: JAM press.
    • (2006) Applications of Rasch Measurement In Science Education , pp. 212-246
    • Kauertz, A.1    Fischer, H.E.2
  • 19
    • 0006638024 scopus 로고
    • The selection of upper and lower groups for the validation of test items
    • Kelley, T. L. (1939). The selection of upper and lower groups for the validation of test items. Journal of Educational Psychology, 30, 17-24.
    • (1939) Journal of Educational Psychology , vol.30 , pp. 17-24
    • Kelley, T.L.1
  • 20
    • 0033261326 scopus 로고    scopus 로고
    • Approximations to indicators of student outcomes
    • Kennedy, M. M. (1999). Approximations to indicators of student outcomes. Educational Evaluation and Policy Analysis, 21(4), 345-363.
    • (1999) Educational Evaluation and Policy Analysis , vol.21 , Issue.4 , pp. 345-363
    • Kennedy, M.M.1
  • 21
    • 33846917602 scopus 로고    scopus 로고
    • Validity of high-stakes assessment: Are students engaged in complex thinking?
    • Lane, S. (2004). Validity of high-stakes assessment: Are students engaged in complex thinking? Educational Measurement: Issues and Practice, 23(3), 6-14.
    • (2004) Educational Measurement: Issues and Practice , vol.23 , Issue.3 , pp. 6-14
    • Lane, S.1
  • 22
    • 73949148689 scopus 로고    scopus 로고
    • How does technology-enhanced inquiry instruction with visualizations impact classroom learning?
    • Lee, H.-S., Linn, M. C., Varma, K., & Liu, O. L. (2010). How does technology-enhanced inquiry instruction with visualizations impact classroom learning? Journal of Research in Science Teaching, 47(1), 71-90.
    • (2010) Journal of Research In Science Teaching , vol.47 , Issue.1 , pp. 71-90
    • Lee, H.-S.1    Linn, M.C.2    Varma, K.3    Liu, O.L.4
  • 23
    • 84987215779 scopus 로고
    • A challenge to conceptual change
    • Linder, C. J. (1993). A challenge to conceptual change. Science Education, 77(3), 293-300.
    • (1993) Science Education , vol.77 , Issue.3 , pp. 293-300
    • Linder, C.J.1
  • 24
    • 33748091067 scopus 로고    scopus 로고
    • The knowledge integration perspective on learning and instruction
    • In R. K. Sawyer (Ed.), New York: Cambridge University Press
    • Linn, M. C. (2006). The knowledge integration perspective on learning and instruction. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 243-264). New York: Cambridge University Press.
    • (2006) The Cambridge Handbook of the Learning Sciences , pp. 243-264
    • Linn, M.C.1
  • 27
    • 33748058863 scopus 로고    scopus 로고
    • Teaching and assessing knowledge integration in science
    • Linn, M. C., Lee, H. S., Tinker, R., Husic, F., & Chiu, J. L. (2006). Teaching and assessing knowledge integration in science. Science, 313, 1049-1050.
    • (2006) Science , vol.313 , pp. 1049-1050
    • Linn, M.C.1    Lee, H.S.2    Tinker, R.3    Husic, F.4    Chiu, J.L.5
  • 28
    • 42549100860 scopus 로고    scopus 로고
    • Assessing knowledge integration in science: Construct, measures, and evidence
    • Liu, O. L., Lee, H. S., Hofstetter, C., & Linn, M. C. (2008). Assessing knowledge integration in science: Construct, measures, and evidence. Educational Assessment, 13(1), 1-23.
    • (2008) Educational Assessment , vol.13 , Issue.1 , pp. 1-23
    • Liu, O.L.1    Lee, H.S.2    Hofstetter, C.3    Linn, M.C.4
  • 29
    • 0000261668 scopus 로고
    • A Rasch model for partial credit scoring
    • Masters, G. N. (1982). A Rasch model for partial credit scoring. Psychometrika, 47, 149-173.
    • (1982) Psychometrika , vol.47 , pp. 149-173
    • Masters, G.N.1
  • 30
    • 16244408902 scopus 로고    scopus 로고
    • Effects of thematic-based, hands-on science teaching versus a textbook approach for students with disabilities
    • McCarthy, C. B. (2005). Effects of thematic-based, hands-on science teaching versus a textbook approach for students with disabilities. Journal of Research in Science Teaching, 42(3), 245-263.
    • (2005) Journal of Research In Science Teaching , vol.42 , Issue.3 , pp. 245-263
    • McCarthy, C.B.1
  • 31
    • 0002353120 scopus 로고
    • Validity
    • In R. L. Linn (Ed.), 3rd ed, New York: Macmillan
    • Messick, S. (1989). Validity. In R. L. Linn (Ed.), Educational measurement (3rd ed.) (pp. 13-103). New York: Macmillan.
    • (1989) Educational Measurement , pp. 13-103
    • Messick, S.1
  • 33
    • 77954634430 scopus 로고    scopus 로고
    • National Assessment Governing Board. (2004, Washington, DC: U.S. Department of Education & Office of Educational Research and Improvement
    • National Assessment Governing Board. (2004).Science framework for the 2005 National Assessment of Educational Progress. Washington, DC: U.S. Department of Education & Office of Educational Research and Improvement.
    • Science Framework For the 2005 National Assessment of Educational Progress
  • 34
    • 0003608696 scopus 로고    scopus 로고
    • National Research Council, Washington, DC: National Academy Press
    • National Research Council. (1996). The national science education standards. Washington, DC: National Academy Press.
    • (1996) The National Science Education Standards
  • 35
    • 0002352222 scopus 로고    scopus 로고
    • The lack of fidelity between cognitively complex constructs and conventional test development practice
    • Nichols, P., & Sugrue, B. (1999). The lack of fidelity between cognitively complex constructs and conventional test development practice. Educational Measurement: Issues and Practice, 18(2), 18-29.
    • (1999) Educational Measurement: Issues and Practice , vol.18 , Issue.2 , pp. 18-29
    • Nichols, P.1    Sugrue, B.2
  • 38
    • 0038272324 scopus 로고
    • Choosing an item format
    • In R. E. Bennett & W. C. Ward (Eds.), Hillsdale, NJ: Lawrence Erlbaum Associates
    • Rodriguez, M. C. (1993). Choosing an item format. In R. E. Bennett & W. C. Ward (Eds.), Construction versus choice in cognitive measurement (pp. 213-231). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • (1993) Construction Versus Choice In Cognitive Measurement , pp. 213-231
    • Rodriguez, M.C.1
  • 39
    • 0037697027 scopus 로고    scopus 로고
    • Construct equivalence of multiple-choice and constructed-response items: A random effects synthesis of correlations
    • Rodriguez, M. C. (2003). Construct equivalence of multiple-choice and constructed-response items: A random effects synthesis of correlations. Journal of Educational Measurement, 40(2), 163-184.
    • (2003) Journal of Educational Measurement , vol.40 , Issue.2 , pp. 163-184
    • Rodriguez, M.C.1
  • 40
    • 0000850271 scopus 로고    scopus 로고
    • Problems and issues in the use of concept maps in science assessment
    • Ruiz-Primo, M. A., & Shavelson, R. J. (1996). Problems and issues in the use of concept maps in science assessment. Journal of Research in Science Teaching, 33(6), 569-600.
    • (1996) Journal of Research In Science Teaching , vol.33 , Issue.6 , pp. 569-600
    • Ruiz-Primo, M.A.1    Shavelson, R.J.2
  • 41
    • 0001348572 scopus 로고    scopus 로고
    • Psychometric models of student conceptions in science: Reconciling qualitative studies and distractor-driven assessment instruments
    • Sadler, P. M. (1998). Psychometric models of student conceptions in science: Reconciling qualitative studies and distractor-driven assessment instruments. Journal of Research in Science Teaching, 35(3), 265-296.
    • (1998) Journal of Research In Science Teaching , vol.35 , Issue.3 , pp. 265-296
    • Sadler, P.M.1
  • 42
    • 0037208190 scopus 로고    scopus 로고
    • Conceptual and epistemic aspects of students' scientific explanations
    • Sandoval, W. A. (2003). Conceptual and epistemic aspects of students' scientific explanations. The Journal of the Learning Sciences, 12(1), 5-51.
    • (2003) The Journal of the Learning Sciences , vol.12 , Issue.1 , pp. 5-51
    • Sandoval, W.A.1
  • 44
    • 84993729340 scopus 로고    scopus 로고
    • The role of assessment in a learning culture
    • Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4-14.
    • (2000) Educational Researcher , vol.29 , Issue.7 , pp. 4-14
    • Shepard, L.A.1
  • 46
    • 85018141980 scopus 로고    scopus 로고
    • Perspectives on evidence-based research in education-what works? Issues in synthesizing educational program evaluations
    • Slavin, R. E. (2008). Perspectives on evidence-based research in education-what works? Issues in synthesizing educational program evaluations. Educational Researcher, 37(1), 5-14.
    • (2008) Educational Researcher , vol.37 , Issue.1 , pp. 5-14
    • Slavin, R.E.1
  • 47
    • 33644787114 scopus 로고    scopus 로고
    • Loss of power in logistic, ordinal logistic, and probit regression when an outcome variable is coarsely categorized
    • Taylor, A. B., West, S. G., & Aiken, L. S. (2006). Loss of power in logistic, ordinal logistic, and probit regression when an outcome variable is coarsely categorized. Educational Psychological Measurement, 66(2), 228-239.
    • (2006) Educational Psychological Measurement , vol.66 , Issue.2 , pp. 228-239
    • Taylor, A.B.1    West, S.G.2    Aiken, L.S.3
  • 48
    • 0032366218 scopus 로고    scopus 로고
    • Assessing student learning of Newton's laws: The force and motion conceptual evaluation and the evaluation of active learning laboratory and lecture curricula
    • Thornton, R., & Sokoloff, D. (1998). Assessing student learning of Newton's laws: The force and motion conceptual evaluation and the evaluation of active learning laboratory and lecture curricula. American Journal of Physics, 66(4), 338-352.
    • (1998) American Journal of Physics , vol.66 , Issue.4 , pp. 338-352
    • Thornton, R.1    Sokoloff, D.2
  • 49
    • 21144473518 scopus 로고
    • Combining multiple-choice and constructed-response test scores: Toward a Marxist theory of test construction
    • Wainer, H., & Thissen, D. (1993). Combining multiple-choice and constructed-response test scores: Toward a Marxist theory of test construction. Applied Measurement in Education, 6(2), 103-118.
    • (1993) Applied Measurement In Education , vol.6 , Issue.2 , pp. 103-118
    • Wainer, H.1    Thissen, D.2
  • 51
    • 84977044614 scopus 로고
    • Complex composites: Issues that arise in combining different modes of assessment
    • Wilson, M., & Wang, W.-C. (1995). Complex composites: Issues that arise in combining different modes of assessment. Applied Psychological Measurement, 19(1), 51-71.
    • (1995) Applied Psychological Measurement , vol.19 , Issue.1 , pp. 51-71
    • Wilson, M.1    Wang, W.-C.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.