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Evaluation of Diagnostic Tools That Tertiary Teachers Can Apply to Profile Their Students' Conceptions

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Title: Evaluation of Diagnostic Tools That Tertiary Teachers Can Apply to Profile Their Students' Conceptions
Language: English
Authors: Schultz, Madeleine, Lawrie, Gwendolyn A., Bailey, Chantal H., Bedford, Simon B., Dargaville, Tim R., O'Brien, Glennys, Tasker, Roy, Thompson, Christopher D., Williams, Mark, Wright, Anthony H.
Source: International Journal of Science Education. 2017 39(5):565-586.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 22
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, College Freshmen, Chemistry, Diagnostic Tests, Scientific Concepts, Multiple Choice Tests, Introductory Courses, College Science, Statistical Analysis, Test Validity, Test Items
Geographic Terms: Australia
DOI: 10.1080/09500693.2017.1296980
ISSN: 0950-0693
Abstract: A multi-institution collaborative team of Australian chemistry education researchers, teaching a total of over 3000 first year chemistry students annually, has explored a tool for diagnosing students' prior conceptions as they enter tertiary chemistry courses. Five core topics were selected and clusters of diagnostic items were assembled linking related concepts in each topic together. An ordered multiple choice assessment strategy was adopted to enable provision of formative feedback to students through combination of the specific distractors that they chose. Concept items were either sourced from existing research instruments or developed by the project team. The outcome is a diagnostic tool consisting of five topic clusters of five concept items that has been delivered in large introductory chemistry classes at five Australian institutions. Statistical analysis of data has enabled exploration of the composition and validity of the instrument including a comparison between delivery of the complete 25 item instrument with subsets of five items, clustered by topic. This analysis revealed that most items retained their validity when delivered in small clusters. Tensions between the assembly, validation and delivery of diagnostic instruments for the purposes of acquiring robust psychometric research data versus their pragmatic use are considered in this study.
Abstractor: As Provided
Number of References: 90
Entry Date: 2017
Accession Number: EJ1140202
Database: ERIC
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  Data: Evaluation of Diagnostic Tools That Tertiary Teachers Can Apply to Profile Their Students' Conceptions
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  Data: <searchLink fieldCode="AR" term="%22Schultz%2C+Madeleine%22">Schultz, Madeleine</searchLink><br /><searchLink fieldCode="AR" term="%22Lawrie%2C+Gwendolyn+A%2E%22">Lawrie, Gwendolyn A.</searchLink><br /><searchLink fieldCode="AR" term="%22Bailey%2C+Chantal+H%2E%22">Bailey, Chantal H.</searchLink><br /><searchLink fieldCode="AR" term="%22Bedford%2C+Simon+B%2E%22">Bedford, Simon B.</searchLink><br /><searchLink fieldCode="AR" term="%22Dargaville%2C+Tim+R%2E%22">Dargaville, Tim R.</searchLink><br /><searchLink fieldCode="AR" term="%22O'Brien%2C+Glennys%22">O'Brien, Glennys</searchLink><br /><searchLink fieldCode="AR" term="%22Tasker%2C+Roy%22">Tasker, Roy</searchLink><br /><searchLink fieldCode="AR" term="%22Thompson%2C+Christopher+D%2E%22">Thompson, Christopher D.</searchLink><br /><searchLink fieldCode="AR" term="%22Williams%2C+Mark%22">Williams, Mark</searchLink><br /><searchLink fieldCode="AR" term="%22Wright%2C+Anthony+H%2E%22">Wright, Anthony H.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Science+Education%22"><i>International Journal of Science Education</i></searchLink>. 2017 39(5):565-586.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22Chemistry%22">Chemistry</searchLink><br /><searchLink fieldCode="DE" term="%22Diagnostic+Tests%22">Diagnostic Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Concepts%22">Scientific Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Choice+Tests%22">Multiple Choice Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Introductory+Courses%22">Introductory Courses</searchLink><br /><searchLink fieldCode="DE" term="%22College+Science%22">College Science</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Items%22">Test Items</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1080/09500693.2017.1296980
– Name: ISSN
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  Data: 0950-0693
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: A multi-institution collaborative team of Australian chemistry education researchers, teaching a total of over 3000 first year chemistry students annually, has explored a tool for diagnosing students' prior conceptions as they enter tertiary chemistry courses. Five core topics were selected and clusters of diagnostic items were assembled linking related concepts in each topic together. An ordered multiple choice assessment strategy was adopted to enable provision of formative feedback to students through combination of the specific distractors that they chose. Concept items were either sourced from existing research instruments or developed by the project team. The outcome is a diagnostic tool consisting of five topic clusters of five concept items that has been delivered in large introductory chemistry classes at five Australian institutions. Statistical analysis of data has enabled exploration of the composition and validity of the instrument including a comparison between delivery of the complete 25 item instrument with subsets of five items, clustered by topic. This analysis revealed that most items retained their validity when delivered in small clusters. Tensions between the assembly, validation and delivery of diagnostic instruments for the purposes of acquiring robust psychometric research data versus their pragmatic use are considered in this study.
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  Data: As Provided
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  Data: 90
– Name: DateEntry
  Label: Entry Date
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  Data: 2017
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  Label: Accession Number
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  Data: EJ1140202
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      – SubjectFull: Foreign Countries
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