Assessing Skills of Identifying Variables and Formulating Hypotheses Using Scenario-Baseu Multiple-Choice Questions
Küçük Resim Yok
Tarih
2020
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Ijate-Int Journal Assessment Tools Education
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
The aim of this study was to investigate the effectiveness of scenario- based multiple-choice questions to assess students science process skills. To achieve this objective, a test with 32 scenario-based multiple-choice questions evaluating students' skills in formulating hypotheses and identifying variables was prepared and administered to 370 high school freshmen. The questions were involved experiments with two different parts. Both parts of the experiments had the same dependent variable, and in each part the effect of a different manipulated variable on the dependent variable was examined. Therefore, the variables changed roles within the same experiment. In evaluating the test, questions about the first part of the experiments were coded A, and questions about the second part of the experiments were coded B. When the students' scores from the code A and code B items were compared, statistically significant differences were found. Analysis of the data revealed that some students were affected by the different roles played by the variables in the different parts of the experiment.
Açıklama
Anahtar Kelimeler
Science Process Skills, Multiple-Choice Items, Science Education
Kaynak
International Journal of Assessment Tools in Education
WoS Q Değeri
N/A
Scopus Q Değeri
Cilt
7
Sayı
1
