Development and Validation of the Learning Progression–Based Assessment of Modern Genetics in a High School Context
ABSTRACT We describe the development, validation, and use of the Learning Progression‐Based Assessment of Modern Genetics (LPA‐MG) in a high school biology context. Items were constructed based on a current learning progression framework for genetics (Shea & Duncan, ; Todd & Kenyon, ). The 3...
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| Veröffentlicht in: | Science education (Salem, Mass.) Mass.), 2017-01, Vol.101 (1), p.32-65 |
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| container_title | Science education (Salem, Mass.) |
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| creator | TODD, AMBER ROMINE, WILLIAM L. COOK WHITT, KATAHDIN |
| description | ABSTRACT
We describe the development, validation, and use of the Learning Progression‐Based Assessment of Modern Genetics (LPA‐MG) in a high school biology context. Items were constructed based on a current learning progression framework for genetics (Shea & Duncan, ; Todd & Kenyon, ). The 34‐item instrument, which was tied to 12 constructs within the genetics learning progression, was administered to 65 high school students at three time points (pre, middle, and post) across a 23‐week period of instruction. The LPA‐MG, its 12 constructs, and 34 items demonstrated high reliability and construct validity with respect to the Rasch model and indicated by satisfactory fit. Furthermore, it demonstrated utility in providing both quantitative and qualitative information about how students moved along each construct. Using a repeated measures ANOVA design, we found that students made gains across the 23 weeks that were both large and significant at the 95% confidence level. Students also moved along each construct in qualitatively meaningful ways during the 23 weeks of instruction. |
| doi_str_mv | 10.1002/sce.21252 |
| format | Article |
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We describe the development, validation, and use of the Learning Progression‐Based Assessment of Modern Genetics (LPA‐MG) in a high school biology context. Items were constructed based on a current learning progression framework for genetics (Shea & Duncan, ; Todd & Kenyon, ). The 34‐item instrument, which was tied to 12 constructs within the genetics learning progression, was administered to 65 high school students at three time points (pre, middle, and post) across a 23‐week period of instruction. The LPA‐MG, its 12 constructs, and 34 items demonstrated high reliability and construct validity with respect to the Rasch model and indicated by satisfactory fit. Furthermore, it demonstrated utility in providing both quantitative and qualitative information about how students moved along each construct. Using a repeated measures ANOVA design, we found that students made gains across the 23 weeks that were both large and significant at the 95% confidence level. Students also moved along each construct in qualitatively meaningful ways during the 23 weeks of instruction.</description><identifier>ISSN: 0036-8326</identifier><identifier>EISSN: 1098-237X</identifier><identifier>DOI: 10.1002/sce.21252</identifier><identifier>CODEN: SEDUAV</identifier><language>eng</language><publisher>New York: Wiley-Blackwell</publisher><subject>Achievement Gains ; Biology ; Construct Validity ; Evaluation Methods ; Genetics ; Goodness of Fit ; High School Students ; Item Analysis ; Learning ; Qualitative Research ; Science Achievement ; Science Instruction ; Science Tests ; Secondary School Science ; Secondary schools ; Statistical Analysis ; Test Items ; Test Reliability ; Test Validity ; Validation studies ; Validity ; Variance analysis</subject><ispartof>Science education (Salem, Mass.), 2017-01, Vol.101 (1), p.32-65</ispartof><rights>2016 Wiley Periodicals, Inc.</rights><rights>Copyright Wiley Periodicals Inc. Jan 2017</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c2852-e5cb3fa7aaaeb8e743937e55e8d8de5158fd0325fde58a9ffe3983345f7bf3af3</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1002%2Fsce.21252$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1002%2Fsce.21252$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,776,780,1411,27901,27902,45550,45551</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1123103$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>TODD, AMBER</creatorcontrib><creatorcontrib>ROMINE, WILLIAM L.</creatorcontrib><creatorcontrib>COOK WHITT, KATAHDIN</creatorcontrib><title>Development and Validation of the Learning Progression–Based Assessment of Modern Genetics in a High School Context</title><title>Science education (Salem, Mass.)</title><description>ABSTRACT
We describe the development, validation, and use of the Learning Progression‐Based Assessment of Modern Genetics (LPA‐MG) in a high school biology context. Items were constructed based on a current learning progression framework for genetics (Shea & Duncan, ; Todd & Kenyon, ). The 34‐item instrument, which was tied to 12 constructs within the genetics learning progression, was administered to 65 high school students at three time points (pre, middle, and post) across a 23‐week period of instruction. The LPA‐MG, its 12 constructs, and 34 items demonstrated high reliability and construct validity with respect to the Rasch model and indicated by satisfactory fit. Furthermore, it demonstrated utility in providing both quantitative and qualitative information about how students moved along each construct. Using a repeated measures ANOVA design, we found that students made gains across the 23 weeks that were both large and significant at the 95% confidence level. 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We describe the development, validation, and use of the Learning Progression‐Based Assessment of Modern Genetics (LPA‐MG) in a high school biology context. Items were constructed based on a current learning progression framework for genetics (Shea & Duncan, ; Todd & Kenyon, ). The 34‐item instrument, which was tied to 12 constructs within the genetics learning progression, was administered to 65 high school students at three time points (pre, middle, and post) across a 23‐week period of instruction. The LPA‐MG, its 12 constructs, and 34 items demonstrated high reliability and construct validity with respect to the Rasch model and indicated by satisfactory fit. Furthermore, it demonstrated utility in providing both quantitative and qualitative information about how students moved along each construct. Using a repeated measures ANOVA design, we found that students made gains across the 23 weeks that were both large and significant at the 95% confidence level. Students also moved along each construct in qualitatively meaningful ways during the 23 weeks of instruction.</abstract><cop>New York</cop><pub>Wiley-Blackwell</pub><doi>10.1002/sce.21252</doi><tpages>34</tpages></addata></record> |
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| source | Education Source (EBSCOhost); Wiley Online Library Journals Frontfile Complete |
| subjects | Achievement Gains Biology Construct Validity Evaluation Methods Genetics Goodness of Fit High School Students Item Analysis Learning Qualitative Research Science Achievement Science Instruction Science Tests Secondary School Science Secondary schools Statistical Analysis Test Items Test Reliability Test Validity Validation studies Validity Variance analysis |
| title | Development and Validation of the Learning Progression–Based Assessment of Modern Genetics in a High School Context |
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