Linda Morell, Mingfeng Xue, Katherine Nielsen, Sabine Jeske, Rachel Harris, Michelle Phillips, Mark Wilson
{"title":"Sense of Belonging in Science: A Focus on the Construct","authors":"Linda Morell, Mingfeng Xue, Katherine Nielsen, Sabine Jeske, Rachel Harris, Michelle Phillips, Mark Wilson","doi":"10.1111/jedm.70038","DOIUrl":"10.1111/jedm.70038","url":null,"abstract":"<p>The importance of the construct to the fields of measurement and cognitive science cannot be overstated. Without an understanding of the construct, including clarity and scope of the substantive and structural aspects, one cannot ensure valid use and interpretation of a constructed measure. In this sense, measurement and cognitive science are fundamentally connected through the construct. One important construct that lacks clarification in definition and structure is <i>a sense of belonging in science</i>. This is especially true for adolescent age students. Unfortunately, this attribute is often vaguely conceptualized and largely missing from the literature for school-age students, and therefore, in need of a rigorous theoretical foundation supported by empirical evidence to ensure meaningful use of any assessment or interpretation of results. Using the BEAR Assessment System's approach to constructing measures, which includes using Rasch family modeling, data were collected from high school students through eight exploratory interviews, 12 think-aloud interviews, focus groups comprised of 9-12 participants per group (45 students in total), and 537 surveys; and from five experts to develop and validate a 12-item self-report survey of high school students’ sense of belonging in science. Sources of evidence for reliability, validity (content, internal structures, response processes, and relation to other variables), and fairness were collected and analyzed to produce a construct-centered survey. Overall, findings produced strong evidence for the valid, reliable, and fair interpretation and use of the Sense of Belonging in Science Survey (BiSS). This research highlights the importance of the construct as the driver of the design and quality assurance of a measure.</p>","PeriodicalId":47871,"journal":{"name":"Journal of Educational Measurement","volume":"63 2","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jedm.70038","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147667971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Mapping out the Hexagon Measurement Framework as a Blueprint Underlying Measurement in the Human Sciences","authors":"Mark Wilson, Luca Mari","doi":"10.1111/jedm.70036","DOIUrl":"https://doi.org/10.1111/jedm.70036","url":null,"abstract":"<p>Recently the “Hexagon Measurement Framework” has been proposed as a unifying interpretation of measurement across the physical and human sciences. While the steps for using this Framework to understand and to perform a measurement are extensively described and discussed in previous publications of ours, what is discussed only briefly there is how the Framework can also be exploited as a blueprint to help underpin the process of framing a concept of the property to be measured and then developing a measurement for it: this is the object of the present article.</p><p>First, we outline how the Hexagon Framework allows us to interpret the development of physical measurement, taking Chang's account of the historical advancements of temperature measurement as an illustration. Second, we show how the Framework is mirrored in a contemporary measurement development approach used in the human sciences: the BEAR Assessment System (BAS). We describe how the BAS is overlaid on the Hexagon Framework as the measurement development proceeds and may well iterate several times in that process. Third, we use this underlay of the Framework to illustrate and exemplify how the BAS has been used to design and develop a measuring instrument in the human sciences, specifically to measure an educational achievement construct intended for use in schools: Scientific Argumentation. Finally, we make comparisons of the above account with the so-called “norm-referenced” approach to measurement and also discuss some caveats and limitations of the account here.</p>","PeriodicalId":47871,"journal":{"name":"Journal of Educational Measurement","volume":"63 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jedm.70036","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148012187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
求助内容：
应助结果提醒方式：