Year 2016, Volume 3, Issue 2, Pages 101 - 122 2016-07-01

The Influence of Item Formats when Locating a Student on a Learning Progression in Science
Jing Chen1,a, Amelia Wenk Gotwalsb, Charles W. Andersonb, Mark D. Reckaseb

Jing Chen [1]

284 640

Learning progressions are used to describe how students’ understanding of a topic progresses over time. This study evaluates the effectiveness of different item formats for placing students into levels along a learning progression for carbon cycling. The item formats investigated were Constructed Response (CR) items and two types of two-tier items: (1) Ordered Multiple-Choice (OMC) followed by CR items and (2) Multiple True or False (MTF) followed by CR items. Our results suggest that estimates of students’ learning progression level based on OMC and MTF responses are moderately predictive of their level based on CR responses. With few exceptions, CR items were effective for differentiating students among learning progression levels. Based on the results, we discuss how to design and best use items in each format to more accurately measure students’ level along learning progressions in science. 

Item Format, Item Response Theory (IRT), Learning Progression, Science Assessment
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Subjects Education, Scientific Disciplines
Published Date July
Journal Section Articles
Authors

Author: Jing Chen
Country: United States


Bibtex @research article { ijate245196, journal = {International Journal of Assessment Tools in Education}, issn = {}, eissn = {2148-7456}, address = {İzzet KARA}, year = {2016}, volume = {3}, pages = {101 - 122}, doi = {10.21449/ijate.245196}, title = {The Influence of Item Formats when Locating a Student on a Learning Progression in Science}, key = {cite}, author = {Chen, Jing} }
APA Chen, J . (2016). The Influence of Item Formats when Locating a Student on a Learning Progression in Science. International Journal of Assessment Tools in Education, 3 (2), 101-122. DOI: 10.21449/ijate.245196
MLA Chen, J . "The Influence of Item Formats when Locating a Student on a Learning Progression in Science". International Journal of Assessment Tools in Education 3 (2016): 101-122 <http://submit.ijate.net/issue/22370/245196>
Chicago Chen, J . "The Influence of Item Formats when Locating a Student on a Learning Progression in Science". International Journal of Assessment Tools in Education 3 (2016): 101-122
RIS TY - JOUR T1 - The Influence of Item Formats when Locating a Student on a Learning Progression in Science AU - Jing Chen Y1 - 2016 PY - 2016 N1 - doi: 10.21449/ijate.245196 DO - 10.21449/ijate.245196 T2 - International Journal of Assessment Tools in Education JF - Journal JO - JOR SP - 101 EP - 122 VL - 3 IS - 2 SN - -2148-7456 M3 - doi: 10.21449/ijate.245196 UR - https://doi.org/10.21449/ijate.245196 Y2 - 2016 ER -
EndNote %0 International Journal of Assessment Tools in Education The Influence of Item Formats when Locating a Student on a Learning Progression in Science %A Jing Chen %T The Influence of Item Formats when Locating a Student on a Learning Progression in Science %D 2016 %J International Journal of Assessment Tools in Education %P -2148-7456 %V 3 %N 2 %R doi: 10.21449/ijate.245196 %U 10.21449/ijate.245196
ISNAD Chen, Jing . "The Influence of Item Formats when Locating a Student on a Learning Progression in Science". International Journal of Assessment Tools in Education 3 / 2 (July 2016): 101-122. https://doi.org/10.21449/ijate.245196