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Comparing Three Online Testing Modalities: Using Static, Active, and Interactive Online Testing Modalities to Assess Middle School Students' Understanding of Fundamental Ideas and Use of Inquiry Skills Related to Ecosystems
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DeBoer, George E.; Quellmalz, Edys S.; Davenport, Jodi L.; Timms, Michael J.; Herrmann-Abell, Cari F.; Buckley, Barbara C.; Jordan, Kevin A.; Huang, Chun-Wei; Flanagan, Jean C. – Journal of Research in Science Teaching, 2014
Online testing holds much promise for assessing students' complex science knowledge and inquiry skills. In the current study, we examined the comparative effectiveness of assessment tasks and test items presented in online modules that used either a static, active, or interactive modality. A total of 1,836 students from the classrooms of 22 middle…
Descriptors: Computer Assisted Testing, Test Items, Interaction, Middle School Students
The Emergence of a Learning Progression in Middle School Chemistry
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Johnson, Philip; Tymms, Peter – Journal of Research in Science Teaching, 2011
Previously, a small scale, interview-based, 3-year longitudinal study (ages 11-14) in one school had suggested a learning progression related to the concept of a substance. This article presents the results of a large-scale, cross-sectional study which used Rasch modeling to test the hypothesis of the learning progression. Data were collected from…
Descriptors: Computer Assisted Testing, Chemistry, Measures (Individuals), Foreign Countries