Scholarlink

<p>To address the demand for designing and evaluating a knowledge-in-use assessment in the elementary, this study evaluates the validity, reliability, and fairness of a post-unit assessment (squirrels assessment) for core ideas related to Ecosystem Dynamics and Adaptation. This study provides evidence for designing and developing a valid 3D learning assessment to measure knowledge-in-use (e.g., recognizing environment changes, cause and effect, modeling/explaining adaptation, sense of community) with psychometric properties and fairness in the classroom. Participants are 682 children in 43 classrooms. Leveraging Item Response Theory, Confirmatory Factor Analysis and Differential Item Function, we examine the validity and fairness of measurement and the intended assessment construct of knowledge-in-use. Results suggest that the two-parameter Grade Response Model and CFA analyses support the psychometric properties and construct validity.&#xa0;Differential item functioning analysis (DIF) and testing invariance between student characteristics (gender, urban/non-urban, white/non-white, English language learners (ELL) status, reading level, age) are also evaluated. Results show that high-quality project-based Learning environmental design and assessment supported fairness across gender, age, and reading performance. In contrast, some items still favor White students over the Black, Hispanic, multiracial and students labeled ELL. Future research needs to consider potential bias toward race and ethnicity, local knowledge, and linguistic background, even in highly social science learning environments.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Toward Knowledge-in-use with the Core Idea of Adaptation: Evaluating Unit Formative Assessment for Elementary Students’ Scientific Practices and Knowledge

  • 期刊论文

  • 发表日期：

    2025年8月6日

查看全文
  • I.-Chien Chen,
  • Emily Adah Miller,
  • Tingting Li,
  • Kayla Bartz,
  • Susan Codere

摘要

To address the demand for designing and evaluating a knowledge-in-use assessment in the elementary, this study evaluates the validity, reliability, and fairness of a post-unit assessment (squirrels assessment) for core ideas related to Ecosystem Dynamics and Adaptation. This study provides evidence for designing and developing a valid 3D learning assessment to measure knowledge-in-use (e.g., recognizing environment changes, cause and effect, modeling/explaining adaptation, sense of community) with psychometric properties and fairness in the classroom. Participants are 682 children in 43 classrooms. Leveraging Item Response Theory, Confirmatory Factor Analysis and Differential Item Function, we examine the validity and fairness of measurement and the intended assessment construct of knowledge-in-use. Results suggest that the two-parameter Grade Response Model and CFA analyses support the psychometric properties and construct validity. Differential item functioning analysis (DIF) and testing invariance between student characteristics (gender, urban/non-urban, white/non-white, English language learners (ELL) status, reading level, age) are also evaluated. Results show that high-quality project-based Learning environmental design and assessment supported fairness across gender, age, and reading performance. In contrast, some items still favor White students over the Black, Hispanic, multiracial and students labeled ELL. Future research needs to consider potential bias toward race and ethnicity, local knowledge, and linguistic background, even in highly social science learning environments.