Development of a Computer-Based Measure of Listening Comprehension of Science Talk.

Saved in:

Bibliographic Details
Title:	Development of a Computer-Based Measure of Listening Comprehension of Science Talk.
Authors:	Lin, Sheau-Wen¹ linshewen@mail.npue.edu.tw, Liu, Yu¹, Chen, Shin-Feng², Wang, Jing-Ru¹, Kao, Huey-Lien¹
Source:	International Journal of Science & Mathematics Education. Dec2015, Vol. 13 Issue 6, p1469-1486. 18p.
Subject Terms:	Elementary education, Science education, Computer network resources, Computer assisted instruction, Comprehension testing, Education, Listening skills education in elementary schools
Abstract:	The purpose of this study was to develop a computer-based assessment for elementary school students' listening comprehension of science talk within an inquiry-oriented environment. The development procedure had 3 steps: a literature review to define the framework of the test, collecting and identifying key constructs of science talk, and developing and verifying an instrument that measured listening comprehension of science talk. The Science Listening Comprehension Test (SLCT), consisting of 35 multiple-choice items, was developed for 3 science inquiry components: identifying questions, designing methods and presenting evidence, and drawing evidence-based conclusions. Students from grades 4 and 6 ( N = 1,080) were recruited and selected through cluster sampling. The SLCT's validity, reliability, and item parameters were found to be reasonable. Grade-related improvement in listening comprehension of science talk was observed, no significant gender difference was observed, and students' listening comprehension of science talk was predictable with prior scientific knowledge and language ability measures. Instructional implications were discussed, and future research was outlined. [ABSTRACT FROM AUTHOR]
	Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	The purpose of this study was to develop a computer-based assessment for elementary school students' listening comprehension of science talk within an inquiry-oriented environment. The development procedure had 3 steps: a literature review to define the framework of the test, collecting and identifying key constructs of science talk, and developing and verifying an instrument that measured listening comprehension of science talk. The Science Listening Comprehension Test (SLCT), consisting of 35 multiple-choice items, was developed for 3 science inquiry components: identifying questions, designing methods and presenting evidence, and drawing evidence-based conclusions. Students from grades 4 and 6 ( N = 1,080) were recruited and selected through cluster sampling. The SLCT's validity, reliability, and item parameters were found to be reasonable. Grade-related improvement in listening comprehension of science talk was observed, no significant gender difference was observed, and students' listening comprehension of science talk was predictable with prior scientific knowledge and language ability measures. Instructional implications were discussed, and future research was outlined. [ABSTRACT FROM AUTHOR]
ISSN:	15710068
DOI:	10.1007/s10763-014-9559-4