Assessing scientific reasoning competencies of pre-service science teachers: translating a German multiple-choice instrument into English and Spanish

• Published in: International journal of science education Vol. 42; no. 17; pp. 2819 - 2841
• Main Authors: Krell, Moritz, Mathesius, Sabrina, van Driel, Jan, Vergara, Claudia, Krüger, Dirk
• Format: Journal Article
• Language: English
• Published: London Routledge 21.11.2020; Taylor & Francis Ltd
• Subjects: assessment; Comparative Analysis; Competence; Cultural Differences; Educational evaluation; Educational research; English; Evidence; Foreign Countries; German; Graduate Students; Item Analysis; Item Response Theory; Multiple Choice Tests; Native Language; Pedagogical Content Knowledge; Pre-service teachers; Preservice Teachers; Pretests Posttests; Psychometrics; Quantitative psychology; Science education; Science Instruction; Science Teachers; Science Tests; Scientific reasoning; scientific reasoning competencies; Spanish; Teacher education; Teacher Education Programs; Teachers; Test scores; Thinking Skills; Translation; Translations; Undergraduate Students; Validity; Australia; Chile; Germany
• ISSN: 0950-0693; 1464-5289
• DOI: 10.1080/09500693.2020.1837989

Scientific reasoning competencies are relevant science competencies and therefore the development of assessment instruments for scientific reasoning competencies has become an integral part of science education research. However, some authors have questioned the validity of the instruments available so far, since their psychometric quality has not been evaluated satisfactorily. In this study, an established German multiple-choice instrument to assess scientific reasoning competencies has been translated into English and Spanish and the translated versions were evaluated based on the translation, review, adjudication, pretesting and documentation (TRAPD) approach. Based on samples of German (N = 497), Australian (N = 103), and Chilean (N = 135) pre-service science teachers, statistical analyses (e.g. dimensionality and DIF analyses) provide psychometric evidence for test equivalence between the German and the translated versions of the instrument. Known groups comparisons provide evidence for the valid interpretation of the test scores as measures of scientific reasoning competencies. It is discussed that further studies might evaluate additional sources of validity evidence for the translated versions of the instrument, particularly focusing on cultural specificities. Independent of this need for further research, it is suggested that the three versions can be used to assess the scientific reasoning competencies of pre-service science teachers whose first language is English, German, or Spanish.