Development of a measurement instrument to assess students' proficiency levels regarding galvanic cells

Lu, Huanhuan; Jiang, Yanxia; Bi, Hualin

doi:10.1039/c9rp00230h

Cited by 9 publications

(12 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The Rasch model is a type of single-parameter logistic model of item response theory, which is a preferred approach to developing measurement instruments (Boone & Staver, 2020;Liu, 2010;Lu et al, 2020). The Rasch model can place latent person abilities, item difficulties, and level thresholds on the same scale so that comparisons between them are possible (Liu & McKeough, 2005).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…The unidimensionality of the measurement scale and the local independence of the measurement items are two basic assumptions of the Rasch model (Liu, 2010;Lu et al, 2020). The purpose of the unidimensionality test is to search for data that are inconsistent with the latent trait of science self-efficacy.…”

Section: Unidimensionality and Local Independencementioning

confidence: 99%

“…The third step was the calculation of the mean measurements for every science self-efficacy level by averaging the values of all the items at each level. The threshold for students' science self-efficacy was defined as the average of the difficulty values of all items corresponding to each level (Lu & Bi, 2016;Lu et al, 2020). As shown in Table 6, the calculated threshold for Level 1 was − 1.17, the threshold for Level 2 was 0.15, the threshold for Level 3 was 0.52, and the threshold for Level 4 was 1.11.…”

Section: Construct Validitymentioning

confidence: 99%

See 2 more Smart Citations

Measuring science self-efficacy with a focus on the perceived competence dimension: using mixed methods to develop an instrument and explore changes through cross-sectional and longitudinal analyses in high school

Jiang

2022

IJ STEM Ed

Self Cite

View full text Add to dashboard Cite

Background In many countries and regions, such as the United States, Europe and China, a trend has emerged in which students’ enthusiasm for STEM is declining. This decline may be related to students’ lack of science self-efficacy. An accurate examination of students’ science self-efficacy can provide a research foundation for how to cultivate it. This paper used mixed methods to develop a valid science self-efficacy scale for high school students, focusing on the perceived competence dimension. A cross-sectional analysis exploring and interpreting differences across grades and genders in science self-efficacy among high school students was conducted. Subsequently, a 1-year longitudinal study was conducted on the development of science self-efficacy in China. Results This study developed a 24-item science self-efficacy instrument based on the Rasch model, and the validity of the instrument was assessed through multiple aspects, including face, content, construct, and predictive validity. This instrument was used to divide students' science self-efficacy into four different levels. A cross-sectional study examining 1564 high school students in 10th–12th grades revealed that students’ science self-efficacy exhibited a complex process of decreasing and then increasing by grade. Most girls’ science self-efficacy was higher than that of boys for Levels 1 and 4, while for the intermediate levels, i.e., Levels 2 and 3, most boys had higher science self-efficacy than girls. The quantitative and qualitative results of the longitudinal study through a 1-year follow-up of 233 high school students indicated that students’ science self-efficacy significantly improved. We revealed inconsistencies between cross-sectional and longitudinal studies of the change in science self-efficacy from 10 to 11th grade. Conclusions This study makes many contributions. First, we developed a science self-efficacy measurement instrument for high school students with high reliability and validity based on the Rasch model and characterized four different levels of student science self-efficacy. Second, the gender differences in science self-efficacy and the complex changes among grades were explained from the perspective of science self-efficacy level. Finally, students’ science self-efficacy significantly improved in the longitudinal study, which was explained by self-efficacy theory and the Chinese core competency-oriented science curriculum.

show abstract

Section: Conceptual Frameworkmentioning

confidence: 99%

Section: Unidimensionality and Local Independencementioning

confidence: 99%

Section: Construct Validitymentioning

confidence: 99%

See 1 more Smart Citation

Measuring science self-efficacy with a focus on the perceived competence dimension: using mixed methods to develop an instrument and explore changes through cross-sectional and longitudinal analyses in high school

Jiang

2022

IJ STEM Ed

Self Cite

View full text Add to dashboard Cite

show abstract

“…While some CIs have been developed and analyzed using more robust measurement models such as Rasch or Item Response Theory (IRT), − many are supported by CTT analyses only. However, even CIs developed with these more robust measurement models lack strong connections back to a cognitive model of the development of learning.…”

Section: Question 3: For What Purposes Are Omc Assessments Useful In ...mentioning

confidence: 99%

From Ideas to Items: A Primer on the Development of Ordered Multiple-Choice Items for Investigating the Progression of Learning in Higher Education STEM

et al. 2021

View full text Add to dashboard Cite

Identifying effective methods of assessment and developing robust assessments are key areas of research in chemistry education. This research is needed to evaluate instructional innovations and curricular reform. In this primer, we advocate for the use of a type of assessment, ordered multiple-choice (OMC), across postsecondary chemistry. OMC assessments are grounded in a developmental perspective, which treats students' knowledge as developing in sophistication over time. This is in contrast to a dichotomous perspective, which asserts that students' knowledge is either aligned or misaligned with scientifically accepted knowledge. By drawing on a developmental perspective, OMC assessments offer insights into student understanding that can be useful for informing instruction. To that end, this primer will overview OMC assessments, illustrate their development and evaluation in two chemistry contexts, and make an argument for their utility in the chemistry education community.

show abstract

“…Each open item contains 1 to 4 subitems. For more information about this tool, please refer to the relevant literature (Lu et al, 2020). The tool was developed through two rounds of testing and passed both the expert test and the Rasch model test, with good content and structure validity.…”

Section: Instrumentmentioning

confidence: 99%

Modeling Teaching in Study of Galvanic Cells: Upper-Secondary School Context

Jiang

2020

JBSE

Self Cite

View full text Add to dashboard Cite

Besides improving students' understanding of scientific concepts, chemistry teaching should also improve students' ability of applying concepts to solve problems. The research aims to explore the effects of modeling teaching on students’ proficiency in solving galvanic cell problems. This research used a quasi-experimental design, and the independent variable of the research was the teaching method. Forty-five students in the experimental class received modeling teaching, and 48 students in the control class received lecture-style teaching. The dependent variable was the performance level of the student's ability to solve the problem of the galvanic cell, which was evaluated using the galvanic cell proficiency assessment tool. The research results show that the students in the experimental class were significantly more proficient in solving galvanic cell problems than those in the control class. The results of unstructured interviews assisted in illustrating the role of modeling teaching in improving the proficiency of students in solving galvanic cell problems, and students in the experimental class had positive views on modeling teaching. Keywords: galvanic cells, modeling teaching, problem solving, proficiency level

show abstract

Development of a measurement instrument to assess students' proficiency levels regarding galvanic cells

Cited by 9 publications

References 31 publications

Measuring science self-efficacy with a focus on the perceived competence dimension: using mixed methods to develop an instrument and explore changes through cross-sectional and longitudinal analyses in high school

Measuring science self-efficacy with a focus on the perceived competence dimension: using mixed methods to develop an instrument and explore changes through cross-sectional and longitudinal analyses in high school

From Ideas to Items: A Primer on the Development of Ordered Multiple-Choice Items for Investigating the Progression of Learning in Higher Education STEM

Modeling Teaching in Study of Galvanic Cells: Upper-Secondary School Context

Contact Info

Product

Resources

About