Science classroom assessment often requires multilingual learners to demonstrate ideas using only English-language resources. These assessments can provide an incomplete picture of students' knowledge and limit subsequent learning opportunities. Increasingly, science teachers are incorporating translanguaging pedagogies in their instructional…

We present a multiple-choice test, the Montana State University Formal Reasoning Test (FORT), to assess college students' scientific reasoning ability. The test defines scientific reasoning to be equivalent to formal operational reasoning. It contains 20 questions divided evenly among five types of problems: control of variables, hypothesis…

The study reported here examines the learning approaches adopted by students enrolled in introductory chemistry at a public university. To evaluate learning approaches, a group of 61 students enrolled in the course were interviewed at three time-points during the semester, specifically to ascertain how they prepared for the exams. From these…

This study investigated exam achievement and affective characteristics of students in general chemistry in a fully-randomized experimental design, contrasting Peer-Led Team Learning (PLTL) participation with a control group balanced for time-on-task and study activity. This study population included two independent first-semester courses with…

Explores a possible model for the prediction of students' science achievement in China and the United States based on the ninth-grade database from Phase II of the Second IEA (International Association for the Evaluation of Science Achievement) Science Study (SISS). Compares the structure of latent factors and model complexity between the two…

Examined is the question of how science attitude scores can be expected to predict science-related behaviors. Discussed is a historical perspective of this problem and five attitude-behavior perspectives. A summary for science educators is provided. A list of 77 references is included. (CW)

The relationship between elementary pupils' (N=583) attitudes toward science and science achievement when using residualized gain scores was investigated. Results indicated significant relationships between scores on the two tests used: multiple choice, fill-in science achievement test, and a six-statement attitude inventory. (Author/JN)

Assessed affects of Computer-Assisted Self-Evaluation (CASE) system of multiple-choice testing. Learning and retention were examined in two equivalent groups of undergraduates. Students (N=34) receiving 24 quizzes with immediate feedback outperformed students (N=30) receiving two midterms with delayed feedback. (Author/DS)