Development and Validation of an Integrated Assessment Instrument to Assess Students' Analytical Thinking Skills in Chemical Literacy

Autor/inn/en	Ad'hiya, Eka; Laksono, Endang W.
Titel	Development and Validation of an Integrated Assessment Instrument to Assess Students' Analytical Thinking Skills in Chemical Literacy
Quelle	In: International Journal of Instruction, 11 (2018) 4, S.241-256 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Foreign Countries; High School Students; Secondary School Science; Science Tests; Test Construction; Test Validity; Test Reliability; Test Items; Difficulty Level; Thinking Skills; Science Process Skills; Scientific Literacy; Chemistry; Item Response Theory; Multiple Choice Tests; Indonesia + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Testaufbau; Testvalidität; Testreliabilität; Test content; Testaufgabe; Schwierigkeitsgrad; Denkfähigkeit; Chemie; Item-Response-Theorie; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Indonesien
Abstract	The research focuses on the development and validation of an integrated assessment instrument to assess students' analytical thinking skills and chemical literacy in chemical equilibrium. The research consists of 5 phases ie analysis, design, development, implementation, and evaluation. The research participants were 174 students of grade 12th senior high schools in Yogyakarta, Indonesia. The participants were selected using stratified random sampling. The Integrated assessment instrument to assess students' analytical thinking skills and chemical literacy consists of 20 open-ended multiple-choice questions developed from 12 integrated indicators. Expert validation result shows that 20 questions are declared valid with Aiken's V value greater than 0.86. The result was collated and coded for analysis with Rasch model approach. 3 items (15%) were included in the very difficult category, 3 items (15%) were included in the difficult category, 8 items (40%) were included in the moderate category, 5 items (25%) were included in the easy category, and 1 question (5%) was included in the very easy category. It turns out that this instrument is capable to measure students' analytical thinking skill and chemical literacy. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01