ASSESSRA--A Case-Based Approach for the Assessment of Students' Scientific Reasoning and Argumentation Skills
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| Title: | ASSESSRA--A Case-Based Approach for the Assessment of Students' Scientific Reasoning and Argumentation Skills |
|---|---|
| Language: | English |
| Authors: | Anna Horrer (ORCID |
| Source: | Journal of Psychoeducational Assessment. 2026 44(1):3-19. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Science Process Skills, Persuasive Discourse, Case Method (Teaching Technique), Decision Making, Higher Education, Cognitive Tests, Psychometrics, Evaluative Thinking, Student Evaluation, College Students, Logical Thinking, Foreign Countries, Science Tests |
| Geographic Terms: | Germany |
| DOI: | 10.1177/07342829251364579 |
| ISSN: | 0734-2829 1557-5144 |
| Abstract: | Scientific reasoning and argumentation (SRA) skills are crucial in higher education, yet comparing studies on these skills remains challenging due to the scarcity of well-developed SRA-tests with robust psychometric properties. In this paper, the case-based ASSESSRA approach is proposed to evaluate university students' SRA-skills, focusing specifically on the skills "evidence evaluation" and "drawing conclusions." A prototype constructed using this approach in an educational context demonstrated reliability within an expert panel (n = 9; ICC = 0.81). In a subsequent study, the validity of the ASSESSRA approach was examined with 207 students, a partial-credit-model exhibited an acceptable fit, demonstrating no significant outfit and excellent distribution of ability parameters and Thurstonian thresholds. The ASSESSRA-prototype, coupled with provided guidelines, offers a versatile framework for developing comparable SRA-tests across diverse domains. This approach not only addresses the current gap in SRA assessment instruments but also holds promise for enhancing the understanding and promotion of SRA-skills in higher education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495873 |
| Database: | ERIC |
| Abstract: | Scientific reasoning and argumentation (SRA) skills are crucial in higher education, yet comparing studies on these skills remains challenging due to the scarcity of well-developed SRA-tests with robust psychometric properties. In this paper, the case-based ASSESSRA approach is proposed to evaluate university students' SRA-skills, focusing specifically on the skills "evidence evaluation" and "drawing conclusions." A prototype constructed using this approach in an educational context demonstrated reliability within an expert panel (n = 9; ICC = 0.81). In a subsequent study, the validity of the ASSESSRA approach was examined with 207 students, a partial-credit-model exhibited an acceptable fit, demonstrating no significant outfit and excellent distribution of ability parameters and Thurstonian thresholds. The ASSESSRA-prototype, coupled with provided guidelines, offers a versatile framework for developing comparable SRA-tests across diverse domains. This approach not only addresses the current gap in SRA assessment instruments but also holds promise for enhancing the understanding and promotion of SRA-skills in higher education. |
|---|---|
| ISSN: | 0734-2829 1557-5144 |
| DOI: | 10.1177/07342829251364579 |
