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首页> 外文期刊>Journal of Agricultural Education >Impact of Gender, Ethnicity, Year in School, Social Economic Status, and State Standardized Assessment Scores on Student Content Knowledge Achievement When Using Vee Maps as a Formative Assessment Tool
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Impact of Gender, Ethnicity, Year in School, Social Economic Status, and State Standardized Assessment Scores on Student Content Knowledge Achievement When Using Vee Maps as a Formative Assessment Tool

机译：使用Vee地图作为形成性评估工具时，性别，种族，在校年限，社会经济地位和州标准化评估分数对学生内容知识成绩的影响

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The National Research Council has recognized the challenge of assessing laboratory investigation and called for the investigation of assessments that are proven through sound research-based studies. The Vee map provides a framework that allows the learners to conceptualize their previous knowledge as they develop success in meaningful learning when they utilize the Vee map to guide their thinking and the process of experimentation. Previous research has shown that using the Vee map as a formative assessment tool positively affects student content knowledge. The purpose of this study was to compare the impact of student demographic variables on student content knowledge achievement when using the Vee map as a formative assessment tool. The populationof this quasi-experimental, counter-balance design study was composed of students at nine high schools that offered agriscience education. The results of this study indicated the Vee map is unbiased based on gender, grade, and ethnicity. It was also concluded that the Vee map does not provide either remedial or non–remedial readers with a significant advantage, thus allowing the assessment to focus on the content rather than a student’s reading ability.
机译：国家研究委员会已经意识到评估实验室研究的挑战，并呼吁对通过可靠的基于研究的研究证明的评估进行研究。 Vee地图提供了一个框架，当学习者利用Vee地图指导他们的思维和实验过程时，他们会在有意义的学习中取得成功时，将他们先前的知识概念化。先前的研究表明，将Vee地图用作形成性评估工具会对学生的内容知识产生积极影响。这项研究的目的是比较使用Vee地图作为形成性评估工具时，学生人口统计学变量对学生内容知识成就的影响。这项准实验性，抗衡设计研究的人群由提供农业科学教育的9所高中的学生组成。这项研究的结果表明，Vee地图没有性别，等级和种族的偏见。得出的结论是，Vee地图没有为学习或非学习读者提供明显的优势，因此，评估可以将重点放在内容上，而不是学生的阅读能力上。

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