Development and Validation of an Integrated Assessment for Measuring Critical Thinking and Chemical Literacy in Chemical Equilibrium

Autor/inn/en	Sadhu, Satyu; Laksono, Endang W.
Titel	Development and Validation of an Integrated Assessment for Measuring Critical Thinking and Chemical Literacy in Chemical Equilibrium
Quelle	In: International Journal of Instruction, 11 (2018) 3, S.557-572 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Critical Thinking; Item Response Theory; Chemistry; Construct Validity; Expertise; Scientific Literacy; Foreign Countries; Grade 12; High School Students; Secondary School Science; Test Items; Factor Analysis; Models; Thinking Skills; Integrated Activities; Difficulty Level; Correlation; Test Construction; Measures (Individuals); Indonesia + Suchen Sie Ihr Suchwort? Kritisches Denken; Item-Response-Theorie; Chemie; Expert appraisal; Ausland; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Test content; Testaufgabe; Faktorenanalyse; Analogiemodell; Denkfähigkeit; Integrierender Unterricht; Schwierigkeitsgrad; Korrelation; Testaufbau; Messdaten; Indonesien
Abstract	Although the development of critical thinking and chemical literacy is a major goal of science education, the adequate emphasis has not been given to the measurement of both skills. This study reports the development and validation of an integrated assessment instrument to measure students' critical thinking skill and chemical literacy together in chemical equilibrium. The development of the framework in this study was implemented based on 4-D model. The stage of development begins with define, design, develop, and disseminate. The initial integrated assessment consisted of 37 open-ended two-tier multiple-choice question items. The preliminary version of the integrated assessment was initially piloted on review with experts and the paper-pencil test was administered to a group of students. The data were analyzed using Item Response Theory (IRT). Analysis factor was involved to find out the construct validity and strengthen the finding of content validity with the experts. In additionally, PCM 1-PL model was conducted to examine the quality of parameter estimates of the test items. The findings of the content validity, construct validity and quality of the items, overall suggest that the integrated assessment has relatively high validity and reliability and can be used for measuring the 13 integrated skills can be measured in chemical equilibrium. (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