Supporting valid interpretations of learning progression level diagnoses Export

@article{citeulike:5050175, abstract = {Assessments associated with learning progressions are designed to provide diagnostic information about the level and nature of student understanding. Valid interpretations of such diagnoses are only possible when students consistently express the ideas associated with a single learning progression level. Latent class analysis was employed to evaluate whether patterns of expected responses to diagnostic multiple-choice items afforded valid interpretations of learning progression level diagnoses. Results indicated that students with scientifically accurate understanding of the forces acting on an object with constant speed usually reasoned systematically across items, but many other students did not. Consequently, interpretations of learning progression level diagnoses on a proposed learning progression would often be invalid. Analyses of this sort would be useful in developing and validating future learning progressions. {\copyright} 2009 Wiley Periodicals, Inc. J Res Sci Teach}, address = {Stanford University, School of Education, 485 Lasuen Mall, Stanford, California 94305}, author = {Steedle, Jeffrey T. and Shavelson, Richard J.}, citeulike-article-id = {5050175}, citeulike-linkout-0 = {http://dx.doi.org/10.1002/tea.20308}, citeulike-linkout-1 = {http://www3.interscience.wiley.com/cgi-bin/abstract/122486787/ABSTRACT}, doi = {10.1002/tea.20308}, journal = {Journal of Research in Science Teaching}, keywords = {resources}, number = {9999}, pages = {n/a+}, posted-at = {2009-07-03 22:37:47}, priority = {2}, title = {Supporting valid interpretations of learning progression level diagnoses}, url = {http://dx.doi.org/10.1002/tea.20308}, volume = {9999}, year = {2009} }

TY - JOUR ID - citeulike:5050175 L3 - citeulike-article-id:5050175 N2 - Assessments associated with learning progressions are designed to provide diagnostic information about the level and nature of student understanding. Valid interpretations of such diagnoses are only possible when students consistently express the ideas associated with a single learning progression level. Latent class analysis was employed to evaluate whether patterns of expected responses to diagnostic multiple-choice items afforded valid interpretations of learning progression level diagnoses. Results indicated that students with scientifically accurate understanding of the forces acting on an object with constant speed usually reasoned systematically across items, but many other students did not. Consequently, interpretations of learning progression level diagnoses on a proposed learning progression would often be invalid. Analyses of this sort would be useful in developing and validating future learning progressions. © 2009 Wiley Periodicals, Inc. J Res Sci Teach IS - 9999 JF - Journal of Research in Science Teaching AD - Stanford University, School of Education, 485 Lasuen Mall, Stanford, California 94305 TI - Supporting valid interpretations of learning progression level diagnoses VL - 9999 SP - n/a KW - resources AU - Steedle, Jeffrey AU - Shavelson, Richard PY - 2009/// UR - http://dx.doi.org/10.1002/tea.20308 ER -