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The Frequency, Variation, and Function of Graphical Representations within Standardized State Science Tests
Author(s) -
Yeh YiFen Y.,
McTigue Erin M.
Publication year - 2009
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.2009.tb18291.x
Subject(s) - diagrammatic reasoning , graphics , mathematics education , function (biology) , test (biology) , science education , standardized test , scientific literacy , variation (astronomy) , representation (politics) , computer science , mathematics , physics , paleontology , computer graphics (images) , evolutionary biology , astrophysics , biology , programming language , politics , political science , law
The purpose of this study was to determine the extent that diagrammatic literacy is necessary for success on standardized science tests at the late‐elementary and middle grade levels. Towards this goal, we quantified the frequency, form and function of graphical representations on select state science tests. 985 tests items from 14 states were analyzed with 52.7% of the test items including graphical representations. The majority of these graphics, 79.5%, contained information that was essential for correctly answering the questions. The paper also discussed the trends of graphical representations in grade levels and alignment to national standards, following with teacher‐implications.