The present study reports the development of a brief, quantitative, web-based, psychometrically sound measure--the Generalized Acceptance of EvolutioN Evaluation (GAENE, pronounced "gene") in a format that is useful in large and small groups, in research, and in classroom settings. The measure was designed to measure only evolution…

Because the school environment has been shown to play an important role in teacher and student performance, we undertook research into the assessment of school environment, differences between female and male science teachers' perceptions of their school environments, and associations between these school environment perceptions and teachers'…

The use of content validity as the primary assurance of the measurement accuracy for science assessment examinations is questioned. An alternative accuracy measure, item validity, is proposed. Item validity is based on research using qualitative comparisons between (1) student answers to objective items, (2) clinical interviews, and (3) student…

In this article we describe the development of the Chemistry Attitudes and Experiences Questionnaire (CAEQ) that measures first-year university chemistry students' attitude toward chemistry, chemistry self-efficacy, and learning experiences. The instrument was developed as part of a larger study and sought to fulfill a need for an instrument to…

This project consisted of a meta-analysis of U.S. research published from 1980 to 2004 on the effect of specific science teaching strategies on student achievement. The six phases of the project included study acquisition, study coding, determination of intercoder objectivity, establishing criteria for inclusion of studies, computation of effect…

Investigates and presents evidence concerning the construct validity of the Test of Higher Cognitive Learning in Chemistry (THCLC), a 40-item multiple-choice test developed to provide assessment of first semester introductory college chemistry students' higher cognitive skills. (Author/GA)

A selection of Views on Science-Technology-Society (VOSTS) items was made and administered to postgraduate trainee science teachers. Findings are discussed, compared with those from the Canadian study, and reviewed in the context of professional development of science teachers. (Author/DKM)

Discusses the complicating effects of ambivalence on the validity of science attitude measurement scales. Cites studies indicating that the positive and negative effects about a particular psychological object are not necessarily bipolar. Suggests the use of factor analysis to check dimensionality in instruments. (TW)