Abstract
Preliminary pilot studies and a field study show how a generalizable conceptual framework calibrated with item response modeling can be used to describe the development of student conceptual understanding in chemistry. ChemQuery is an assessment system that uses a framework of the key ideas in the discipline, called the Perspectives of Chemists, and criterion-referenced analysis using item response models (item response theory (IRT)) to map student progress. It includes assessment questions, a scoring rubric, item exemplars, and a framework to describe the paths of student understanding that emerge. Integral to criterion-referenced measurement is a focus on what is being measured: the intention of the assessment, its purpose, and the context in which it is going to be used. The Perspectives framework allows us to begin to narrate the development of understanding that occurs as students "learn" over the course of instruction, helping to form a crosswalk among educational science standards and underscore the importance of scientific reasoning with domain knowledge. Here, we explain a framework we have investigated in chemistry and present evidence on measures of student understanding to describe the development of conceptual understanding at the high school and university levels.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 56-85 |
| Number of pages | 30 |
| Journal | Science Education |
| Volume | 93 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 2009 |
| Externally published | Yes |
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ASJC Scopus subject areas
- Education
- History and Philosophy of Science
Cite this
Mapping student understanding in chemistry : The Perspectives of Chemists. / Claesgens, Jennifer M; Scalise, Kathleen; Wilson, Mark; Stacy, Angelica.
In: Science Education, Vol. 93, No. 1, 01.2009, p. 56-85.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Mapping student understanding in chemistry
T2 - The Perspectives of Chemists
AU - Claesgens, Jennifer M
AU - Scalise, Kathleen
AU - Wilson, Mark
AU - Stacy, Angelica
PY - 2009/1
Y1 - 2009/1
N2 - Preliminary pilot studies and a field study show how a generalizable conceptual framework calibrated with item response modeling can be used to describe the development of student conceptual understanding in chemistry. ChemQuery is an assessment system that uses a framework of the key ideas in the discipline, called the Perspectives of Chemists, and criterion-referenced analysis using item response models (item response theory (IRT)) to map student progress. It includes assessment questions, a scoring rubric, item exemplars, and a framework to describe the paths of student understanding that emerge. Integral to criterion-referenced measurement is a focus on what is being measured: the intention of the assessment, its purpose, and the context in which it is going to be used. The Perspectives framework allows us to begin to narrate the development of understanding that occurs as students "learn" over the course of instruction, helping to form a crosswalk among educational science standards and underscore the importance of scientific reasoning with domain knowledge. Here, we explain a framework we have investigated in chemistry and present evidence on measures of student understanding to describe the development of conceptual understanding at the high school and university levels.
AB - Preliminary pilot studies and a field study show how a generalizable conceptual framework calibrated with item response modeling can be used to describe the development of student conceptual understanding in chemistry. ChemQuery is an assessment system that uses a framework of the key ideas in the discipline, called the Perspectives of Chemists, and criterion-referenced analysis using item response models (item response theory (IRT)) to map student progress. It includes assessment questions, a scoring rubric, item exemplars, and a framework to describe the paths of student understanding that emerge. Integral to criterion-referenced measurement is a focus on what is being measured: the intention of the assessment, its purpose, and the context in which it is going to be used. The Perspectives framework allows us to begin to narrate the development of understanding that occurs as students "learn" over the course of instruction, helping to form a crosswalk among educational science standards and underscore the importance of scientific reasoning with domain knowledge. Here, we explain a framework we have investigated in chemistry and present evidence on measures of student understanding to describe the development of conceptual understanding at the high school and university levels.
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U2 - 10.1002/sce.20292
DO - 10.1002/sce.20292
M3 - Article
AN - SCOPUS:61349169511
VL - 93
SP - 56
EP - 85
JO - Science Education
JF - Science Education
SN - 0036-8326
IS - 1
ER -