The appliance of science: exploring the use of context in reformed GCSE science examinations

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessment in Education-Principles Policy & Practice Pub Date : 2022-11-02 DOI:10.1080/0969594X.2022.2156980

Victoria Crisp, J. Greatorex

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引用次数: 1

Abstract

ABSTRACT As part of GCSE (General Certificate of Secondary Education) reforms in England, requirements for assessing application in science increased. Setting examination questions in context facilitates testing application as students need to apply what they know and understand to a particular situation. This research explored the nature of the contexts used in reformed GCSE combined science examinations and compared contexts used in a specification which specifically emphasises contextualised learning to those in other specifications. Eight combined science specimen examination papers were selected, including four from GCSE Twenty First Century Science (21C). A qualitative coding frame was used to code each contextualised item. Various strategies for testing in context were present. Contextual features that might risk introducing construct-irrelevant variance were infrequent but may suggest areas for attention in setter training. 21C papers included a higher proportion of items with detailed contexts and a higher proportion of items set in science-related adult/professional settings.

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科学的应用:探索在改革后的GCSE科学考试中使用语境

作为英国GCSE(普通中等教育证书)改革的一部分，对科学应用的评估要求增加了。设置考试问题的背景有利于考试的应用，因为学生需要将他们所知道和理解的应用于特定的情况。本研究探讨了改革后的GCSE综合科学考试中使用的上下文的性质，并将特别强调情境化学习的规范与其他规范中使用的上下文进行了比较。选择了8份综合科学样本试卷，其中4份来自GCSE 21世纪科学(21C)。采用定性编码框架对每个情境化项目进行编码。提出了在上下文环境中进行测试的各种策略。上下文特征可能有引入结构无关方差的风险，但在setter训练中可能提示需要注意的领域。21C的论文包含了更高比例的详细背景的项目，以及更高比例的与科学相关的成人/专业设置的项目。

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

Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.70

自引率

3.10%

发文量

期刊介绍： Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.