Measuring ocean literacy of high school students: psychometric properties of a Chinese version of the ocean literacy scale

This study established a Chinese scale for measuring high school students’ ocean literacy. This included testing its reliability, validity, and differential item functioning (DIF) with the aim of compensating for the lack of DIF tests focusing on current scales. The construct validity and reliability were verified and tested by analyzing the established scale’s items using the Rasch model, and a gender DIF test was conducted to ensure the test results’ fairness when distinct groups were compared simultaneously. The results indicated that the scale established in this study is unidimensional and possesses favorable internal consistency and construct validity. The gender DIF test results indicated that several items were difficult for either female or male students to correctly answer; however, the experts and scholars discussed these items individually and suggested retaining them. The final Chinese version of the ocean literacy scale developed here comprises 48 items that can reflect high school students’ understanding of ocean literacy—which helps students understand the topics of marine science encountered in real life.     

The development of a science process assessment for fourth-grade students

In this study, a multiple-choice test entitled the Science Process Assessment was developed to measure the science process skills of students in grade four. Based on the Recommended Science Competency Continuum for Grades K to 6 for Pennsylvania Schools, this instrument measured the skills of (1) observing, (2) classifying, (3) inferring, (4) predicting, (5) measuring, (6) communicating, (7) using space/time relations, (8) defining operationally, (9) formulating hypotheses, (10) experimenting, (11) recognizing variables, (12) interpreting data, and (13) formulating models. To prepare the instrument, classroom teachers and science educators were invited to participate in two science education workshops designed to develop an item bank of test questions applicable to measuring process skill learning. Participants formed “writing teams” and generated 65 test items representing the 13 process skills. After a comprehensive group critique of each item, 61 items were identified for inclusion into the Science Process Assessment item bank. To establish content validity, the item bank was submitted to a select panel of science educators for the purpose of judging item acceptability. This analysis yielded 55 acceptable test items and produced the Science Process Assessment, Pilot 1. Pilot 1 was administered to 184 fourth-grade students. Students were given a copy of the test booklet; teachers read each test aloud to the students. Upon completion of this first administration, data from the item analysis yielded a reliability coefficient of 0.73. Subsequently, 40 test items were identified for the Science Process Assessment, Pilot 2. Using the test-retest method, the Science Process Assessment, Pilot 2 (Test 1 and Test 2) was administered to 113 fourth-grade students. Reliability coefficients of 0.80 and 0.82, respectively, were ascertained. The correlation between Test 1 and Test 2 was 0.77. The results of this study indicate that (1) the Science Process Assessment, Pilot 2, is a valid and reliable instrument applicable to measuring the science process skills of students in grade four, (2) using educational workshops as a means of developing item banks of test questions is viable and productive in the test development process, and (3) involving classroom teachers and science educators in the test development process is educationally efficient and effective.     

What college chemistry instructors and high school chemistry teachers perceive as important for incoming college students

Professors of college chemistry were asked to rank various examples of traditional chemistry knowledge and skills as to their importance for incoming students to possess. A pilot study revealed that the items—all selected from one edition of the American Chemical Society-National Science Teachers Association (ACS-NSTA) Chemistry Achievement Examination—represented attributes viewed as relatively unimportant. The professors then identified 29 personal traits they considered more important for incoming students to possess. Subsequently, these items, knowledge, skill, and personal attributes, were included in a three-part assessment instrument. The instrument was administered to 69 college chemistry professors selected at random and to 37 high school chemistry teachers. The results reveal that the college professors universally identified student personal attributes as significantly more important for incoming students to possess over specific knowledge and skills included in the ACS-NSTA Achievement Examination. Chemistry professors do not find items commonly used to assess success in high school chemistry as important attributes for incoming students to possess. Conversely, high school chemistry teachers regard the knowledge and skill items to be more important for college preparation than personal attributes.     

Development of the Educational and Career Interest Scale in Science, Technology, and Mathematics for High School Students

The Educational and Career Interest scale, a self-report instrument measuring high school students’ educational and career interest in STEM, was developed and validated in two studies conducted during 2010 and 2011. Study 1 included data from 92 high school students, in which exploratory factor analysis (EFA) was conducted with an initial item pool of 20 items. EFA identified three factors: educational and career interest in science, educational and career interest in technology, and educational and career interest in mathematics. Study 2 utilized data from 658 students to revisit the three-factor model using confirmative factor analysis. The two studies provide strong evidence that the scale is both valid and reliable.     

A crosscultural validation of a test of science related attitudes

A test for measuring science attitudes, named Test of Science Related Attitudes (TOSRA), was initially developed in Australia by Fraser (1977, 1978). This study investigated the crosscultural validity of this instrument when used with American high school students. Three hundred and thirty-six students (12th and 11th graders) in three high schools in suburban Chicago took the test. The results of the study, confirming previous validation of the test, revealed that the seven subscales of TOSRA were, in general, highly reliable. The discriminant validity of each of these scales, however, was found to be generally low. The item/scale correlation for all but four items of the test met Shrigley's (Journal of Research in Science Teaching, 20 (1), 87–89, 1983) criterion of being more than 0.30. The results of the principal components with varimax rotation did not support the distinctiveness of the subscale structure of the test.     

Reading and spelling difficulties in high school students: Causes and consequences

Basic skills in reading and spelling and supporting metalinguistic abilities were assessed in ninth and tenth grade students in two school settings. Students attending a private high school for the learning disabled comprised one group and the other comprised low to middle range students from a public high school. Both the LD students and the regular high school students displayed deficiencies in spelling and in decoding, a factor in reading difficulty that is commonly supposed to dwindle in importance after the elementary school years. Treating the overlapping groups as a single sample, multiple regression analysis was used to investigate the contribution of nonword decoding skill and phonological and morphological awareness to spelling ability. The analysis revealed that decoding was the major component, predicting about half of the variance in spelling. The effect of phonological awareness was largely hidden by its high correlation with decoding, but was a significant predictor of spelling in its own right. Morphological awareness predicted spelling skill when the words to be spelled were morphologically complex. An additional study showed that differences in decoding and spelling ability were associated with differences in comprehension after controlling for reading experience and vocabulary. Even among experienced readers individual differences in comprehension of text reflect efficiency of phonological processing at the word level.     

The relationship between science process skill and formal thinking abilities

The purpose of this study is to examine integrated process skill and formal thinking abilities of middle and high school students and determine the relationship, if any, between the two. A relationship was thought to exist since both sets of skills strongly emphasize conducting fair experiments as well as other abilities. Pencil and paper measures of formal operational and integrated process skill achievement were given to almost 500 grade 7–12 students. Resulting correlations showed a strong relationship between achievement on the two meansures (r = 0.73) and all subtests of both measures. Factor analysis data corroborate the correlational evidence. One potential inference to be drawn from these results is that process skill teaching might influence formal thinking ability. A follow-up experimental study will determine this.     

When Is Reading Also Writing: Sources of Individual Differences on the New Reading Performance Assessments

This research examined component processes that contribute to performance on one of the new, standards-based reading tests that have become a staple in many states. Participants were 60 Grade 4 students randomly sampled from 7 classrooms in a rural school district. The particular test we studied employed a mixture of traditional (multiple-choice) and performance assessment approaches (constructed-response items that required written responses). Our findings indicated that multiple-choice and constructed-response items enlisted different cognitive skills. Writing ability emerged as an important source of individual differences in explaining overall reading ability, but its influence was limited to performance on constructed-response items. After controlling for word identification and listening, writing ability accounted for no variance in multiple-choice reading scores. By contrast, writing ability accounted for unique variance in reading ability, even after controlling for word identification and listening skill, and explained more variance in constructed-response reading scores than did either word identification or listening skill. In addition, performance on the multiple-choice reading measure along with writing ability accounted for nearly all of the reliable variance in performance on the constructed-response reading measure.     

An Investigation of Explanation Multiple-Choice Items in Science Assessment

Both multiple-choice and constructed-response items have known advantages and disadvantages in measuring scientific inquiry. In this article we explore the function of explanation multiple-choice (EMC) items and examine how EMC items differ from traditional multiple-choice and constructed-response items in measuring scientific reasoning. A group of 794 middle school students was randomly assigned to answer either constructed-response or EMC items following regular multiple-choice items. By applying a Rasch partial-credit analysis, we found that there is a consistent alignment between the EMC and multiple-choice items. Also, the EMC items are easier than the constructed-response items but are harder than most of the multiple-choice items. We discuss the potential value of the EMC items as a learning and diagnostic tool.     

Sources of variance in curriculum‐based measures of silent reading

Curriculum‐Based Measurement silent reading (CBM‐SR) items have been found to be reliable and valid for measuring reading comprehension skills This generalizability study reports the findings from administration of three CBM‐SR passages to fifth through eighth grade students in one school district. Using Repeated Measures Analyses of Variance (RMANOVA) procedures, the statistical probability of performance on the CBM‐SR task as a differential indicator of reading comprehension skill was found to be significant among students in different grade levels and between students who did and did not receive special education services. Follow‐up analyses were conducted using generalizability theory to estimate the amount of variance in CBM‐SR scores from individual score differences, grade levels, and special education status. The results indicated that on two of the passages, variability in CBM‐SR scores came primarily from grade level differences in scores on the tasks, while on the third passage, the differences were most attributable to individual differences in scores, regardless of grade level or special education services. Implications for the use of CBM‐SR items for routine assessment of students' reading skills are discussed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 363–377, 2003.     

Web-Based Student Assessment for Program Evaluation

As part of an overall evaluation of the Global Learning and Observations to Benefit the Environment, (GLOBE) program, we designed a Web-based assessment environment to measure students' environmental awareness and data analysis skill. It was expected that students who were identified as high implementers in the GLOBE program would outperform low implementers in their ability to construct environmental inferences and the degree to which they could analyze environmental data. Seven high and middle school classrooms were identified as either high or low GLOBE implementers depending on the amount of atmospheric data they had collected during the year. Within each classroom students were assigned into smaller learning groups of three students per group. A total of 32 groups participated in this study. Analysis of students' responses to the tasks revealed that the students differed in their performance. Overall, the results showed that students in the high implementing classrooms were more likely to construct higher-level environmental inferences than students in the low implementing classes. Contrary to expectations, middle school students were more likely than high school students to solve the data analysis problem correctly. However, upon further analyses, high school students constructed more data graphs and were more skilled in providing correct evidence to support their decision making than were middle school students in GLOBE. This study confirms the viability of using technology-based assessments for measuring students' environmental awareness and data analysis.     

Development of the self-directed learning skills scale

The purpose of this study was to develop a valid and reliable scale for assessing high school students’ self-directed learning skills. Based on a literature review and data obtained from similar instruments, all skills related to self-directed learning were identified. Next, an item pool was prepared and administered to 255 students from various high schools. To test the suitability of the gathered data, exploratory factor analysis was performed. The results revealed that there were correlations between the items, factor analysis could be conducted and nine factors were obtained. A confirmatory factor analysis (CFA) was performed concerning the quality of the factor structure. The results of the CFA confirmed the nine-factor solution. The final version of the scale has a nine-factor structure and includes a total of 40 items. This instrument uses a five-point Likert-type scale and was termed the Self-Directed Learning Skills Scale (SDLSS).     

对中考加试体育几个问题的研究

初中毕业升学加试体育作为学校体育与招生制度的一项改革举措，已在全国实施，本文通过对300名不同文化学习成绩学生，不同年级学生和不同性别学生对加度体育的态度等方面的比较以及不同考试项目的设置在学生方面的看法比较，探讨加试体育中的有关问题，为进一步完善加试体育工作提供参考依据。     

Matching three classifications of secondary students to differential levels of study guides.

This study examined the effectiveness of matching three classifications of secondary students (17 with learning disabilities, 18 remedial, and 47 nondisabled) to differential levels of study guides. The students, 45 males and 37 females, were enrolled in science and social studies classes in middle school and high school. In one treatment, students were assigned multilevel study guides containing different levels of referential cues, with the guides implemented through three instructional groups: teacher-directed, dyadic, and independent. In another treatment, the same students were assigned single-level study guides that did not contain referential cues, with the guides implemented as an independent activity. An equivalent time samples design was arranged, with six multilevel and six single-level treatments randomly assigned in two-session blocks. The dependent measures consisted of two types of test items, factual and interpretive. The results of group analyses indicated that multilevel study guides were more effective than single-level study guides in all classes and overall on factual questions, with individual analyses verifying that the greatest benefit occurred for the teacher-directed students. On interpretive test items, the results of group analyses favored the multilevel study guides in high school social studies and overall, with individual analyses revealing few remarkable differences for students in any instructional group. A trend analysis revealed little practice effect over time in either treatment. Several methodological and clinical issues involved in matching heterogeneous students to differential levels of textbook instruction in secondary programs are discussed.     

关于高考体育加分政策的调查分析

通过对娄底城区5所高中的学生、家长和老师的抽样调查,可以得知：高考体育特长生加分政策受到了广大学生、家长和老师的特别关注和认同;特长生在获取资格的测试过程中,存在权钱交易等腐败现象,导致加分不公正。因此,需要进一步完善政策,促进公平：第一,适当收回各省加分项目的制定权,教育部应设置统一的、合理的、规范的、在中学中普及度高的体育加分项目及标准;第二,对体育特长生的资格获取应公开透明,让真正有特长的学生获取资格;第三,统一加分值,且最高分值最好不要超过10分;第四,教育和体育相关部门要加强对高考加分的监管。     

英语测试中影响完形填空难度因素的实证研究

完形填空被认为是一种测试综合语言能力、阅读理解能力的快捷经济的方式。本研究就可能影响完形填空难度的几个变量进行实证探讨, 其中包括语篇类型、删词类型及答题方法。本研究以98 名高三学生为实验对象,完成3 篇填空式完形测试和3 篇选择式测试 测试完成后,笔者对实验数据进行收集、分析, 探究这些变量对完形填空测试难度的影响,并试图在命题难度的把握上找到一种更为合理、科学的测试方法。     

A yankee tutor in Gillingham’s court

Subjects were 224 elementary, middle, and high school special education students receiving Gillingham tutorial services during the academic year 1983–1984. The majority of students had received prior service. Some of the students were in semi-self-contained classes (nonmainstreamed for academics). All students were given an individual intelligence test. Pretest and posttest scores (ten school months interval) were obtained in oral and silent reading and in spelling. Younger students commenced tutoring with strengths in oral reading (decoding and comprehension). Progress was made at the rate of more than one-half the expectancy for the nonspecial education student. Students commenced tutoring with approximately one classroom grade deficiency in silent reading comprehension and progressed, too, at the rate of more than one-half the expectancy of nonspecial education students. Spelling showed the greatest deficit at the time tutoring commenced and the least improvement. The same overall pattern but at a lower skill level prevailed with the semi-self-contained students. Parents, administrators, and referring agents recognized the success of the program. The modest cost of the training program has implications for other school systems.     

Assessing problem solving in mathematics: Some variables related to student performance

A mathematical problem is defined here as a question not dependent on specific syllabus content, and one sufficiently new to the student such that it cannot be solved by a previously known method. With increased attention being paid to this type of mathematical problem solving at the primary school level, the need for reliable and valid methods of assessment has become more apparent. This paper reports the results of using a new problem solving test, developed for use in the upper primary school, with 371 students in Years 4,5 and 6 at government schools in Melbourne. Particular attention is given to the effects of year level, sex and the method of test administration on student performance for different types of items and different problem solving processes. The performance of Year 4 students was generally lower than that of other students, but differences were small for most items and processes between Years 5 and 6. Although most of the differences in performance between the sexes were not significant, the girls had higher scores than the boys for the total score, for all processes and for all items except the spatial item. The method of administration was important for performance, especially for the girls. The marking schedule developed enabled high intra- and inter-marker reliabilities to be obtained.     

Different administrative directions and student ratings of instruction: Cognitive versus affective effects

A manipulation of the instructions students received prior to completing the 7-item Endeavor Instructional Rating card differentially affected their ratings on two types of items. Specifically, when students were led to believe their ratings would have a strong impact on the instructor's career, they tended to be more lenient on items measuring rapport (i.e., the affective domain); this same effect was not observed for items measuring pedagogical skill (i.e., the cognitive domain). The different items on our instructional rating instrument appear to be measuring different things. One implication of this observation is that the inconsistent findings reported in past research on student ratings of instruction may be due to the differential mix of items from one instrument to another. When instructors are compared on ratings given them by students, unbiased interpretation requires that the multidimensional nature of teaching (and of the rating instrument) be considered.