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The science achievement of various subgroups on alternative assessment formats
Author(s) -
Lawrenz Frances,
Huffman Douglas,
Welch Wayne
Publication year - 2001
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/sce.1010
Subject(s) - mathematics education , test (biology) , science education , curriculum , ninth , psychology , achievement test , medical education , alternative assessment , academic achievement , multiple choice , standardized test , significant difference , pedagogy , medicine , mathematics , statistics , paleontology , physics , acoustics , biology
The purpose of this study was to examine the science achievement outcomes for different subgroups of students using different assessment formats. A nationally representative sample of approximately 3,500 ninth grade science students from 13 high schools throughout the United States completed a series of science assessments designed to measure their level of achievement on the national science education standards. All of the schools were using a curriculum designed to meet the standards. The assessments included a multiple‐choice test, a written open‐ended test, a hands‐on lab skills test, and a hands‐on full investigation. The results show that the student outcomes on the different assessment formats are more highly correlated for higher achieving students than for lower achieving students. Patterns for different cultural groups also vary by assessment format. There were no differences found for sex. The results support the notion that different assessment formats assess different competencies and that the achievement of students from different subgroups varies by assessment format. © 2001 John Wiley & Sons, Inc. Sci Ed 85: 279–290, 2001.