Yao Shih-Ying, Wilson Mark, Henderson J Bryan, Osborne Jonathan
Shih-Ying Yao, 188 Depot Road #16-16, Singapore, 109688,
J Appl Meas. 2015;16(2):171-92.
The latest national science framework has formally stated the need for developing assessments that test both students' content knowledge and scientific practices. In response to this call, a science assessment that consists of (a) content items that measure students' understanding of a grade eight physics topic and (b) argumentation items that measure students' argumentation competency has been developed. This paper investigated the function of these content and argumentation items with a multidimensional measurement framework from two perspectives. First, we performed a dimensionality analysis to investigate whether the relationship between the content and argumentation items conformed to test deign. Second, we conducted a differential item functioning analysis in the multidimensional framework to examine if any content or argumentation item unfairly favored students with an advanced level of English literacy. Methods and findings of this study could inform future research on the validation of assessments measuring higher-order and complex abilities.
最新的国家科学框架已正式表明需要开发能够同时测试学生的内容知识和科学实践能力的评估。响应这一要求，已开发出一种科学评估，它包括：（a）衡量学生对八年级物理主题理解程度的内容项目，以及（b）衡量学生论证能力的论证项目。本文从两个角度使用多维测量框架研究了这些内容和论证项目的功能。首先，我们进行了维度分析，以调查内容项目与论证项目之间的关系是否符合测试设计。其次，我们在多维框架中进行了差异项目功能分析，以检查是否有任何内容或论证项目不公平地有利于英语素养较高的学生。本研究的方法和结果可为未来关于测量高阶和复杂能力的评估验证研究提供参考。
