DEVELOPING A TEST FOR ASSESSING ELEMENTARY STUDENTS' COMPREHENSION OF SCIENCE TEXTS

International Journal of Science and Mathematics Education

Volumn 10, Issue 4, 2012, Pages 955-973

  Wang, Jing Ru ^a   Chen, Shin Feng ^a   Tsay, Reuy Fen ^a   Chou, Ching Ting ^a   Lin, Sheau Wen ^a   Kao, Huey Lien ^a  

^a NATIONAL PINGTUNG UNIVERSITY   (Taiwan)

Author keywords

assessment; reading comprehension; science texts

Indexed keywords

EID: 84864307718     PISSN: 15710068     EISSN: 15731774     Source Type: Journal    
DOI: 10.1007/s10763-011-9307-y     Document Type: Article

References (33)

1. Bond, L. A. (1996). Norm- and criteria-referenced testing. ERIC®/AE Digest Series EDO-TM-96-09. Available from http://pareonline. net/getvn. asp?v=5& n=2.
2. DeAyala, R. J. (2008). The theory and practice of item response theory. New York: Guilford.
3. Fang, Z. (2005). Scientific literacy: A systemic functional linguistics perspective. Science Education, 89(2), 335-347.
4. Glynn, S. M. & Muth, K. D. (1994). Reading and writing to learn science: Achieving scientific literacy. Journal of Research in Science Teaching, 31(9), 1057-1073.
5. Goldman, S. R. & Bisanz, G. L. (2002). Toward a functional analysis of scientific genres: Implications for understanding and learning processes. In J. Otero, J. A. León & A. C. Graesser (Eds.), The psychology of science text comprehension (pp. 19-50). Mahwah, NJ: Lawrence Erlbaum.
6. Guthrie, J. T. & Taboada, A. (2004). Fostering the cognitive strategies of reading comprehension. In J. T. Guthrie, A. Wigfield & K. C. Perencevich (Eds.), Motivating reading comprehension (pp. 87-112). Mahwah, NJ: Lawrence Erlbaum.
7. Halliday, M. A. K. & Martin, J. R. (1993). Writing science: Literacy and discursive power. London: Falmer.
8. Hambleton, R. K., Swaminathan, H. & Rogers, H. J. (1991). Fundamentals of item response theory. London: Sage.
9. Lien, A. J. (1971). Measurement and evaluation of learning (2nd ed.). Dubuque, IA: William C. Brown.
10. Liu, C.-Y., Hung, Y.-T., Chuang, Y.-L., Chen, Y.-J., Weng, W.-S., Liu, J.-S. & Liang, K.-Y. (2006). Incorporating development stratification of Taiwan townships into sampling design of large scale health interview survey. Journal of Health Management, 4(1), 1-22.
11. Lumsden, J. (1961). The construction of unidimensional tests. Psychological Bulletin, 58(2), 122-131.
12. Mayer, R. E. (1992). Guiding students' cognitive processing of scientific information in text. In M. Pressley, K. R. Harris & J. T. Guthrie (Eds.), Promoting academic competence and literacy in school (pp. 242-258). New York: Academic Press.
13. Moje, E. B. (2008). Foregrounding the disciplines in secondary literacy teaching and learning: A call for change. Journal of Adolescent & Adult Literacy, 52(2), 96-107.
14. Nitko, A. J. & Brookhart, S. M. (2011). Educational assessment of students (6th ed.). Boston: Allyn & Bacon.
15. Norris, S. P. & Phillips, L. M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87(2), 224-240.
16. Norris, S. P. & Phillips, L. M. (2005, February). Reading as inquiry. Paper presented at the Inquiry Conference on Developing a Consensus Research Agenda, Rutgers University, New Brunswick, NJ.
17. Nunnally, J. C. & Bernstein, I. H. (1994). Psychometric theory. New York: McGraw-Hill.
18. Osterlind, S. J. (2006). Modern measurement: Theory, principles, and applications of mental appraisal. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
19. Pearson, P. D., Moje, E. B. & Greenleaf, C. (2010). Literacy and science: Each in the service of the other. Science, 328(5977), 459-463.
20. Perfetti, C. A., Landi, N. & Oakhill, J. (2005). The acquisition of reading comprehension skill. In M. J. Snowling & C. Hulme (Eds.), The science of reading: A handbook (pp. 228-247). Malden, MA: Blackwell.
21. Quellmalz, E. & Hoskyn, J. (1997). Classroom assessment of reasoning strategies. In G. D. Phye (Ed.), Handbook of classroom assessment: Learning, adjustment, and achievement (pp. 103-130). San Diego, CA: Academic Press.
22. Rouet, J.-F. & Vidal-Abarca, E. (2002). Mining for meaning: Cognitive effects of inserted questions in learning from scientific text. In J. Otero, J. A. León & A. C. Graesser (Eds.), The psychology of science text comprehension (pp. 417-436). Mahwah, NJ: Lawrence Erlbaum.
23. Shepardson, D. P. & Gummer, E. S. (2001). A framework for thinking about and planning classroom assessments in science. In D. P. Shepardson (Ed.), Assessment in science: A guide to professional development and classroom practice (pp. 83-98). Dordrecht, the Netherlands: Kluwer.
24. Snow, C. E. (2010). Academic language and the challenge of reading for learning about science. Science, 328(5977), 450-452.
25. Sutton, C. (1992). Words, science and learning. Buckingham, UK: Open University Press.
26. Vitale, M. R. & Romance, N. R. (2009). A research-based model for integrating elementary science and reading comprehension: Implications for research and practice. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.
27. Vygotsky, L. S. (1962). Thought and language. New York: Wiley.
28. Wang, J.-R. & Lin, S.-W. (2009). Evaluating elementary and secondary school science learning environments in Taiwan. International Journal of Science Education, 31(7), 853-872.
29. Wellington, J. & Osborne, J. (2001). Language and literacy in science education. Philadelphia: Open University Press.
30. Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: ASCD.
31. Yore, L. D. (2009, November). Science literacy for all: More than a logo or rally flag! [Keynote address]. Proceedings of the International Science Education Conference 2009. Singapore (pp. 2393-2427).
32. Yore, L. D., Bisanz, G. L. & Hand, B. M. (2003). Examining the literacy component of science literacy: 25 years of language arts and science research. International Journal of Science Education, 25(6), 689-725.
33. Yore, L. D., Craig, M. T. & Maguire, T. O. (1998). Index of science reading awareness: An interactive-constructive model, test verification, and grades 4-8 results. Journal of Research in Science Teaching, 35(1), 27-51.