Supporting the Interpretive Validity of Student-Level Claims in Science Assessment with Tiered Claim Structures

IF 2.7 4区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Sanford R. Student, Brian Gong
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引用次数: 0

Abstract

We address two persistent challenges in large-scale assessments of the Next Generation Science Standards: (a) the validity of score interpretations that target the standards broadly and (b) how to structure claims for assessments of this complex domain. The NGSS pose a particular challenge for specifying claims about students that evidence from summative assessments can support. As a solution, we propose tiered claims, which explicitly distinguish between claims about what students have done or can do on test items—which are typically easier to support under current test designs—and claims about what students could do in the broader domain of performances described by the standards, for which novel evidence is likely required. We discuss the positive implications of tiered claims for test construction, validation, and reporting of results.

用分层诉求结构支持科学评估中学生层次诉求的解释效度
我们在下一代科学标准的大规模评估中解决了两个持续存在的挑战:(a)广泛针对标准的分数解释的有效性,以及(b)如何构建这一复杂领域评估的要求。NGSS提出了一个特别的挑战,即在总结性评估的证据可以支持的情况下,明确关于学生的主张。作为一种解决方案,我们提出了分层要求,明确区分学生在测试项目上做了什么或能做什么——在当前的测试设计下,这通常更容易支持——和学生在标准所描述的更广泛的表现领域能做什么,这可能需要新的证据。我们讨论分级索赔对测试构建、验证和结果报告的积极影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
3.90
自引率
15.00%
发文量
47
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