Handbook on Measurement, Assessment, and Evaluation in Higher Education

Secolsky, Charles; Denison, D. Brian

doi:10.4324/9780203142189

Cited by 31 publications

(8 citation statements)

References 14 publications

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“…When the literature is examined, many researchers have utilised only multiple-choice questions to measure science process skills (Aydoğdu, 2017;Aydoğdu et al, 2012;Bahşi & Açıkgül Fırat, 2020;Ergül et al, 2011;Fathonah et al, 2018;Gill, 2019;Özçelik, 2019;Özgelen, 2012;Şensoy & Yıldırım, 2017;Şıvgın, 2019;Smith, 1995;Uysal & Cebesoy, 2020). However, there are also studies that utilised open-ended questions and activities, considering that the data collected only with multiple-choice questions would not be sufficient due to the nature of science process skills (Azizah et al, 2018;Çepni, 2004;Indri et al, 2020;Rezba et al, 1995;Rillero, 1998;Şahin et al, 2018;Serevina et al, 2018;Strong, 2013;Wu, 1994). All these latter studies were conducted with a limited number of participants due to the fact that they were conducted face-to-face and manually with the participants (Leat & Nichols, 2000).…”

Section: Measuring Science Process Skillsmentioning

confidence: 99%

Development of Online science process skills test for 8th grade pupils

Sarıoğlu

2023

tused

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Science process skills are an important part of scientific inquiry that need to be monitored so that pupils can improve their skills to do science. Although there are several science process skills tests mentioned in the literature, we decided to develop an online one in order to improve the usefulness of the test and enable autoscoring to reduce the efforts needed from the teacher. For this purpose, a 17-item test with 2 open-ended and 15 multiple-choice items was developed. After the pilot with 18 8th grade pupils, the study was conducted with 83 8th grade pupils from Bursa in Turkey. Content validity was ensured since all 14 science process skills in the selected theoretical framework were covered in the test. Item analysis showed that these items are valid and reliable as KR20 showed a 0.75 reliability rating, item difficulties were higher than 0.40 and discrimination indexes were higher than 0.30. To gain a deeper insight, distractor analysis showed that all distractors were found to be functional. The test provides a more comprehensive and efficient method of assessing pupils' science process skills, while also enhancing pupil engagement and accessibility. It has the potential to inform instruction and support for pupils, as well as advance research in the field of science education.

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Section: Measuring Science Process Skillsmentioning

confidence: 99%

Development of Online science process skills test for 8th grade pupils

Sarıoğlu

2023

tused

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“…Starting with the use of individual manuscripts as the main object of study, the research was continued with an inventory of the manuscripts, presentation of manuscript information or text descriptions, writing text instead, to text translation. The method used in this research is a descriptive-analytical method to describe the various types of findings contained in the text of the text as analytical data (Secolsky, 2012).…”

Section: Religiamentioning

confidence: 99%

Model of the Cultural Daâ€™wah of the Sunan Gunung Jati and its Relevance with the Current Daâ€™wah of Islam

Kistoro¹

2021

Religia

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The purpose of this research is to explain the model of the pre-culture that is carried out by Sunan Gunung Jati. This type of research is library research (library research). The main data sources of this study are books, journals, and other works as the main literature. Data analysis techniques use content analysis techniques by conducting source criticism, interpretation, and historiography. From the results of the study, it was concluded that the cultural propaganda model of Sunan Gunung Jati in the dissemination of Islamic teachings through petitah-petitih, authority, and ipat-ipit and magersari. The relevance of advice in petitih petitih and authority and ipat ipit is to facilitate the teachings of Islam following the cultural understanding of the community. While magersari is an implementation of the value of Islamic teachings in social interaction or muamalah.

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“…In this section, the curriculum-development process is integrated into a nine-stage generic process of assessment and evaluation that educators can use to formulate and implement as well as assess and evaluate improvement plans (Secolsky and Denison 2011;Yarbrough, Shulha, Hopson, and Caruthers 2010). The ensuing discussion relates the first eight stages to the Code's contents.…”

Section: The Second Step: Assessing and Evaluating Outcomesmentioning

confidence: 99%

Incorporating the ASPA Code of Ethics Across the M.P.A. Curriculum

Jacobs

2014

Public Integrity

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Despite the promulgation of codes of ethics and strict regulations, unethical conduct on the part of public administrators continues to occur. This article offers a three-step process for curriculum development that educators might adopt (or adapt) to incorporate the newly revised ASPA Code of Ethics into M.P.A. programs, the goal being for graduates to demonstrate competence with the Code's purpose, principles, and practices. Achieving this outcome will enable researchers to identify best practices, as well as to offer suggestions about how educators and professional organizations might better address the source(s) of ethical lapse or failure.

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Handbook on Measurement, Assessment, and Evaluation in Higher Education

Cited by 31 publications

References 14 publications

Development of Online science process skills test for 8th grade pupils

Development of Online science process skills test for 8th grade pupils

Model of the Cultural Daâ€™wah of the Sunan Gunung Jati and its Relevance with the Current Daâ€™wah of Islam

Incorporating the ASPA Code of Ethics Across the M.P.A. Curriculum

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