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Measuring Multidimensional Science L...

Castle, Courtney.

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Measuring Multidimensional Science Learning: Item Design, Scoring, and Psychometric Considerations.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Measuring Multidimensional Science Learning: Item Design, Scoring, and Psychometric Considerations./
Author:	Castle, Courtney.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	385 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
Contained By:	Dissertation Abstracts International79-08A(E).
Subject:	Educational tests & measurements. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10786367
ISBN:	9780355832907

Measuring Multidimensional Science Learning: Item Design, Scoring, and Psychometric Considerations.
Castle, Courtney.

Measuring Multidimensional Science Learning: Item Design, Scoring, and Psychometric Considerations. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 385 p.

Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.

Thesis (Ph.D.)--Boston College, 2018.

The Next Generation Science Standards propose a multidimensional model of science learning, comprised of Core Disciplinary Ideas, Science and Engineering Practices, and Crosscutting Concepts (NGSS Lead States, 2013). Accordingly, there is a need for student assessment aligned with the new standards. Creating assessments that validly and reliably measure multidimensional science ability is a challenge for the measurement community (Pellegrino, et al., 2014). Multidimensional assessment tasks may need to go beyond typical item designs of standalone multiple-choice and short-answer items. Furthermore, scoring and modeling of student performance should account for the multidimensionality of the construct.

ISBN: 9780355832907Subjects--Topical Terms:

3168483
Educational tests & measurements.

Measuring Multidimensional Science Learning: Item Design, Scoring, and Psychometric Considerations.
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100 1 $a Castle, Courtney. $0 (orcid)0000-0001-8109-8326 $3 3353890
245 1 0 $a Measuring Multidimensional Science Learning: Item Design, Scoring, and Psychometric Considerations.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 385 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
500 $a Adviser: Henry Braun.
502 $a Thesis (Ph.D.)--Boston College, 2018.
520 $a The Next Generation Science Standards propose a multidimensional model of science learning, comprised of Core Disciplinary Ideas, Science and Engineering Practices, and Crosscutting Concepts (NGSS Lead States, 2013). Accordingly, there is a need for student assessment aligned with the new standards. Creating assessments that validly and reliably measure multidimensional science ability is a challenge for the measurement community (Pellegrino, et al., 2014). Multidimensional assessment tasks may need to go beyond typical item designs of standalone multiple-choice and short-answer items. Furthermore, scoring and modeling of student performance should account for the multidimensionality of the construct.
520 $a This research contributes to knowledge about best practices for multidimensional science assessment by exploring three areas of interest: 1) item design, 2) scoring rubrics, and 3) measurement models. This study investigated multidimensional scaffolding and response format by comparing alternative item designs on an elementary assessment of matter. Item variations had a different number of item prompts and/or response formats. Observations about student cognition and performance were collected during cognitive interviews and a pilot test. Items were scored using a holistic rubric and a multidimensional rubric, and interrater agreement was examined. Assessment data was scaled with multidimensional scores and holistic scores, using unidimensional and multidimensional Rasch models, and model-data fit was compared.
520 $a Results showed that scaffolding is associated with more thorough responses, especially among low ability students. Students tended to utilize different cognitive processes to respond to selected-response items and constructed-response items, and were more likely to respond to selected-response arguments.
520 $a Interrater agreement was highest when the structure of the item aligned with the structure of the scoring rubric. Holistic scores provided similar reliability and precision as multidimensional scores, but item and person fit was poorer. Multidimensional subscales had lower reliability, less precise student estimates than the unidimensional model, and interdimensional correlations were high. However, the multidimensional rubric and model provide nuanced information about student performance and better fit to the response data.
520 $a Recommendations about optimal combinations of scaffolding, rubric, and measurement models are made for teachers, policymakers, and researchers.
590 $a School code: 0016.
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650 4 $a Science education. $3 521340
650 4 $a Elementary education. $3 641385
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710 2 $a Boston College. $b LSOE - Educational Research, Measurement and Evaluation. $3 3171811
773 0 $t Dissertation Abstracts International $g 79-08A(E).
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791 $a Ph.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10786367