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ACT science prep
\"Boost your ACT science score with this brand new all-in-one guide, filled with complete content review of the Science section, targeted advice from experts, and 4 full-length practice tests for ACT Science\"- Provided by publisher.
The Influence of Social Conditionality on the Results in Computer Science Test of Graduates
The paper presents graduates results in computer science testing according to their dependence from students’ gender, family socioeconomic status, and the type of prosperity of the locality of the school in Lithuania. It was found that the gender of the graduate does not affect the results in computer science test. However, the girls who chooses to take the Computer Science Matura Exam make up only 1/5 of all graduates. Meanwhile, the socioeconomic status of the student’s family, the way of travel to and from school and the type of locality prosperity systematically does affect the results of computer science test of graduates. The entire population of Lithuanian general education school graduates (N = 2208) who chose to take the Computer Science Matura Exam in 2023 was investigated. Testing was administered centrally using a standardized test. As a hypothesis the insights were formulated on how to improve the computer science didactic system in the country’s general education sector. On the basis of empirical data, conclusions and specific recommendations were formulated to improve the system of didactics of informatics in the field of general education in the country.
Journal Article
Teaching and learning in lower secondary schools in the era of PISA and TIMSS
\"Based on extensive video documentation from science, math and reading classrooms in Norwegian secondary schooling, this book explores teaching and learning in lower secondary classroomsin the three PISA domains science, mathematics and reading. It analyzes how offered and experienced teaching and learning opportunities in these three subject areas support students' learing\"-- Back cover.
Book
Effect size measures for multilevel models: definition, interpretation, and TIMSS example
Effect size reporting is crucial for interpretation of applied research results and for conducting meta-analysis. However, clear guidelines for reporting effect size in multilevel models have not been provided. This report suggests and demonstrates appropriate effect size measures including the ICC for random effects and standardized regression coefficients or f2 for fixed effects. Following this, complexities associated with reporting R2 as an effect size measure are explored, as well as appropriate effect size measures for more complex models including the three-level model and the random slopes model. An example using TIMSS data is provided.
Journal Article
The ABC's of CBM : a practical guide to curriculum-based measurement
\"Curriculum-based measurement (CBM) has been adopted by growing numbers of school districts and states since the publication of this definitive practitioner guide and course text. The second edition presents step-by-step guidelines for using CBM in screening, progress monitoring, and data-based instructional decision making in PreK-12. It describes the materials needed and all aspects of implementation in reading, spelling, writing, math, and secondary content areas. Twenty sets of reproducible CBM administration and scoring guides and other tools are provided. Subject Areas/Key Words: assessments, CBM, curriculum-based measurement, data-based decision making, early interventions, early numeracy, early reading, elementary, IEPs, instructional planning, mathematics, measurement, MTSS, multi-tiered systems of support, progress monitoring, response to intervention, RTI, school psychology, secondary, special education, spelling, students, testing, universal screening, writing Audience: School psychologists, special educators, general education teachers, and reading specialists in PreK-12; instructors and graduate students in these fields. \"-- Provided by publisher.
Book
Teacher and Teaching Effects on Students' Attitudes and Behaviors
Research has focused predominantly on how teachers affect students' achievement on standardized tests despite evidence that a broad range of attitudes and behaviors are equally important to their long-term success. We find that upper-elementary teachers have large effects on self-reported measures of students 'self-efficacy in math, and happiness and behavior in class. Students' attitudes and behaviors are predicted by teaching practices most proximal to these measures, including teachers' emotional support and classroom organization. However, teachers who are effective at improving test scores often are not equally effective at improving students'attitudes and behaviors. These findings lend empirical evidence to well-established theory on the multidimensional nature of teaching and the need to identify strategies for improving the full range of teachers 'skills.
Journal Article
A Review and Comparison of Diagnostic Instruments to Identify Students’ Misconceptions in Science
Different diagnostic tools have been developed and used by researchers to identify students' conceptions. The present study aimed to provide an overview of the common diagnostic instruments in science to assess students' misconceptions. Also the study provides a brief comparison of these common diagnostic instruments with their strengths and weaknesses. A total of 273 articles published (from the year 1980 to 2014) in main journals were investigated thoroughly through document analysis method. The study reveals interviews (53%), open-ended tests (34%), multiple-choice tests (32%) and multiple tier tests (13%) as the most commonly used diagnostic tools. However, each tool has some advantages as well as disadvantages over the others that should be kept in mind in their usages. A careful user of a diagnostic instrument such as a classroom teacher or a researcher would be aware of the diagnostic instruments and selects the most effective one for his/her purposes.
Journal Article
Can Generative AI and ChatGPT Outperform Humans on Cognitive-Demanding Problem-Solving Tasks in Science?
This study aimed to examine an assumption regarding whether generative artificial intelligence (GAI) tools can overcome the cognitive intensity that humans suffer when solving problems. We examine the performance of ChatGPT and GPT-4 on NAEP science assessments and compare their performance to students by cognitive demands of the items. Fifty-four 2019 NAEP science assessment tasks were coded by content experts using a two-dimensional cognitive load framework, including task cognitive complexity and dimensionality. ChatGPT and GPT-4 answered the questions individually and were scored using the scoring keys provided by NAEP. The analysis of the available data for this study was based on the average student ability scores for students who answered each item correctly and the percentage of students who responded to individual items. The results showed that both ChatGPT and GPT-4 consistently outperformed most students who answered each individual item in the NAEP science assessments. As the cognitive demand for NAEP science assessments increases, statistically higher average student ability scores are required to correctly address the questions. This pattern was observed for Grades 4, 8, and 12 students respectively. However, ChatGPT and GPT-4 were not statistically sensitive to the increase of cognitive demands of the tasks, except for Grade 4. As the first study focusing on comparing cutting-edge GAI and K-12 students in problem-solving in science, this finding implies the need for changes to educational objectives to prepare students with competence to work with GAI tools such as ChatGPT and GPT-4 in the future. Education ought to emphasize the cultivation of advanced cognitive skills rather than depending solely on tasks that demand cognitive intensity. This approach would foster critical thinking, analytical skills, and the application of knowledge in novel contexts among students. Furthermore, the findings suggest that researchers should innovate assessment practices by moving away from cognitive intensity tasks toward creativity and analytical skills to more efficiently avoid the negative effects of GAI on testing.
Journal Article
Impact of a Large-Scale Science Intervention Focused on English Language Learners
The authors evaluated the effects of P-SELL, a science curricular and professional development intervention for fifth-grade students with a focus on English language learners (ELLs). Using a randomized controlled trial design with 33 treatment and 33 control schools across three school districts in one state, we found significant and meaningfully sized intervention effects on a researcher-developed science assessment and the state science assessment. Subgroup analyses revealed that the P-SELL intervention had a positive and significant effect for each language proficiency group (ELLs, recently reclassified ELLs, former ELLs, and non-ELLs) on the researcher-developed assessment. The intervention also had a positive effect for former ELLs and non-ELLs on the state science assessment, but for ELLs and recently reclassified ELLs, the effect was not statistically significant.
Journal Article
DIVERSIFICATION OF REASONING SCIENCE TEST ITEMS OF TIMSS GRADE 8 BASED ON HIGHER ORDER THINKING SKILLS: A CASE STUDY OF INDONESIAN STUDENTS
The aim of this research was to assess the classification of science test items of TIMSS grade 8 based on higher order thinking skills (HOTS) and determine whether those classified-science test items can be an assessment tool in science class. Sixteen sample test items of HOTS were chosen from 37 reasoning items of TIMSS 1999, 2003, and 2011; which were 6 of analysing, 6 of evaluating, and 4 of creating. The selected items were tested to 410 ninth grade students in 14 public schools in Jember, Indonesia. Data were analysed by using point-biserial correlation to measure the index of discrimination and degree of difficulty at items of each level of HOTS test. The result revealed that the point-biserial index of discrimination for each item was higher than 0.25. The degree of difficulty of analysing, evaluating and creating test items exhibited a similar trend, which was in good range. Each test item has significant validity. Whilst reliability analysis showed that each test item was acceptable and indicating a high level of internal consistency. In conclusion, the classified science test items of TIMSS are good to use as assessment tools to measure HOTS of students in science class.
Journal Article