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首页> 外文期刊>Journal of research in science teaching >Science Assessments for All: Integrating Science Simulations Into Balanced State Science Assessment Systems
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Science Assessments for All: Integrating Science Simulations Into Balanced State Science Assessment Systems

机译：人人享有科学评估：将科学模拟整合到平衡状态科学评估系统中

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This article reports on the collaboration of six states to study how simulation-based science assessments can become transformative components of multi-level, balanced state science assessment systems. The project studied the psychometric quality, feasibility, and utility of simulation-based science assessments designed to serve formative purposes during a unit and to provide summative evidence of end-of-unit proficiencies. The frameworks of evidence-centered assessment design and model-based learning shaped the specifications for the assessments. The simulations provided the three most common forms of accommodations in state testing programs: audio recording of text, screen magnification, and support for extended time. The SimScientists program at WestEd developed simulation-based, curriculum-embedded, and unit benchmark assessments for two middle school topics, Ecosystems and Force & Motion. These were field-tested in three states. Data included student characteristics, responses to the assessments, cognitive labs, classroom observations, and teacher surveys and interviews. UCLA CRESST conducted an evaluation of the implementation. Feasibility and utility were examined in classroom observations, teacher surveys and interviews, and by the six-state Design Panel. Technical quality data included AAAS reviews of the items' alignment with standards and quality of the science, cognitive labs, and assessment data. Student data were analyzed using multidimensional Item Response Theory (IRT) methods. IRT analyses demonstrated the high psychometric quality (reliability and validity) of the assessments and their discrimination between content knowledge and inquiry practices. Students performed better on the interactive, simulation-based assessments than on the static, conventional items in the posttest. Importantly, gaps between performance of the general population and English language learners and students with disabilities were considerably smaller on the simulation-based assessments than on the posttests. The Design Panel participated in development of two models for integrating science simulations into a balanced state science assessment system.
机译：本文报告了六个州的合作，以研究基于模拟的科学评估如何成为多级，平衡的州科学评估系统的变革性组成部分。该项目研究了基于模拟的科学评估的心理计量质量，可行性和实用性，这些评估旨在为一个单元中的形成目的服务，并提供单元末端熟练程度的汇总证据。以证据为中心的评估设计和基于模型的学习框架形成了评估规范。模拟提供了状态测试程序中三种最常见的适应形式：文本的音频记录，屏幕放大以及对扩展时间的支持。 WestEd的SimScientists计划针对两个中学主题（生态系统和力与动力）开发了基于仿真，课程嵌入和单位基准的评估。这些在三个州进行了现场测试。数据包括学生特征，对评估的回应，认知实验室，课堂观察以及教师调查和访谈。 UCLA CRESST对执行情况进行了评估。通过课堂观察，教师调查和访谈以及六州设计小组对可行性和实用性进行了检查。技术质量数据包括AAAS对项目与科学标准和质量，认知实验室以及评估数据的一致性的审查。使用多维项目响应理论（IRT）方法分析学生数据。 IRT分析表明，评估具有很高的心理计量质量（可靠性和有效性）以及它们在内容知识和查询实践之间的区别。在后测中，学生在基于仿真的交互式评估上的表现要好于静态的常规项目。重要的是，在基于模拟的评估中，普通人群与英语学习者和残疾学生之间的表现差距要比事后测试小得多。设计小组参与了两个模型的开发，这些模型用于将科学模拟集成到平衡状态科学评估系统中。

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