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<p>Using test instruments in intervention studies allows theoretical educational assumptions to be investigated under field conditions. Existing test items are often reused in new studies. However, the validity of interpreting of these reused items must be re-examined. We propose a&#xa0;three-step upcycling process and demonstrate this using the development of a&#xa0;test instrument for the construct of energy knowledge. Energy is not only a&#xa0;topic in physics but is increasingly socially relevant. Developing a&#xa0;conceptual understanding of energy in science education is an important goal of school education. In physics, subject-specific concepts often contradict everyday ideas (e.g. energy conservation vs. consumption). As part of an intervention study, language-explicit teaching was developed with the aim to promote language skills and understanding of physics. To test the effects on the acquisition of energy knowledge, a&#xa0;test instrument was developed consisting of pre-existing linguistically revised—‘upcycled’—test items and newly developed test items. The combined multiple-choice test instrument was optimized and evaluated using an argument-based approach to validation. Examining construct validity in terms of content, structure, convergent validity, reliability, and instruction sensitivity showed that the upcycled test instrument enables valid interpretations of energy knowledge. Reliability was established based on IRT analyses, showing a&#xa0;measurement accuracy comparable to other knowledge tests. The upcycling of existing items offers an efficient option for developing test instruments according to current standards and allows existing items to be successfully adapted to new studies and learner groups through theory-based selection of existing items and linguistic revision, as demonstrated here.</p>

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„Upcycling“ – Konzeption und Entwicklung eines Testinstruments zum Energiewissen basierend auf vorhandenen Testinstrumenten

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月15日

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  • Regina Schauer,
  • Hanne Brandt,
  • Rebecca Möller,
  • Jule Böhmer,
  • Dietmar Höttecke

摘要

Using test instruments in intervention studies allows theoretical educational assumptions to be investigated under field conditions. Existing test items are often reused in new studies. However, the validity of interpreting of these reused items must be re-examined. We propose a three-step upcycling process and demonstrate this using the development of a test instrument for the construct of energy knowledge. Energy is not only a topic in physics but is increasingly socially relevant. Developing a conceptual understanding of energy in science education is an important goal of school education. In physics, subject-specific concepts often contradict everyday ideas (e.g. energy conservation vs. consumption). As part of an intervention study, language-explicit teaching was developed with the aim to promote language skills and understanding of physics. To test the effects on the acquisition of energy knowledge, a test instrument was developed consisting of pre-existing linguistically revised—‘upcycled’—test items and newly developed test items. The combined multiple-choice test instrument was optimized and evaluated using an argument-based approach to validation. Examining construct validity in terms of content, structure, convergent validity, reliability, and instruction sensitivity showed that the upcycled test instrument enables valid interpretations of energy knowledge. Reliability was established based on IRT analyses, showing a measurement accuracy comparable to other knowledge tests. The upcycling of existing items offers an efficient option for developing test instruments according to current standards and allows existing items to be successfully adapted to new studies and learner groups through theory-based selection of existing items and linguistic revision, as demonstrated here.