Development and Validation of Instruments to Measure Learning of Expert-Like Thinking

This paper describes the process for creating and validating an assessment test that measures the effectiveness of instruction by probing how well that instruction causes students in a class to think like experts about specific areas of science. The design principles and process are laid out and it...

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Bibliographic Details
Published inInternational journal of science education Vol. 33; no. 9; pp. 1289 - 1312
Main Authors Adams, Wendy K., Wieman, Carl E.
Format Journal Article
LanguageEnglish
Published London Routledge 01.06.2011
Taylor & Francis Ltd
Subjects
Assessment
Assessment design
Disabilities
Evaluation
Evaluation Methods
Expertise
Formative assessment
Instructional Effectiveness
Interviews
Learning
Professional standards
Psychological Testing
Psychometrics
Science Education
Statistical methods
Student Evaluation
Students
Testing
Tests
Thinking Skills
Universities
University
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Summary:This paper describes the process for creating and validating an assessment test that measures the effectiveness of instruction by probing how well that instruction causes students in a class to think like experts about specific areas of science. The design principles and process are laid out and it is shown how these align with professional standards that have been established for educational and psychological testing and the elements of assessment called for in a recent National Research Council study on assessment. The importance of student interviews for creating and validating the test is emphasized, and the appropriate interview procedures are presented. The relevance and use of standard psychometric statistical tests are discussed. Additionally, techniques for effective test administration are presented.
ISSN:0950-0693
1464-5289
DOI:10.1080/09500693.2010.512369