Assessing Learning in a Technology-Supported Genetics Environment: Evidential and Systemic Validity Issues

To evaluate student learning in a computer-supported environment known as "GenScope," a system was developed for assessing students' understanding and learning of introductory genetics material presented in two developed GenScope instruments. Both quantitative and qualitative methods...

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Bibliographic Details
Main Authors Hickey, Daniel T, Wolfe, Edward W, Kindfield, Ann C. H
Format Report
LanguageEnglish
Published 01.04.1998
Subjects
Computer Assisted Testing
Consequential Evaluation
Curriculum Development
Educational Technology
Evaluation Methods
Genetics
GenScope Computer Program
High School Students
High Schools
Item Response Theory
Qualitative Research
Rasch Model
Student Evaluation
Teaching Methods
Validity
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Summary:To evaluate student learning in a computer-supported environment known as "GenScope," a system was developed for assessing students' understanding and learning of introductory genetics material presented in two developed GenScope instruments. Both quantitative and qualitative methods were used to address traditional evidential validity concerns as well as more contemporary concerns with consequential and systemic validity. Findings from three GenScope implementation classrooms and interviews with two teachers and five secondary school students show strong evidential validity, but only limited consequential validity. In response to these findings, a set of curricular activities was developed to scaffold student assessment performance without compromising the evidential validity of the assessment system. The study shows the usefulness of newer interpretive models of validity inquiry and the value of multifaceted Rasch measurement tools for conducting such inquiry. Two appendixes contain sample items from one assessment and a sample GenScope investigation. (Contains 3 tables, 5 figures, and 23 references.) (SLD)