科学素养测评 (2).pdf

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1、www.leibniz-ipn.dewww.leibniz-ipn.deScientific Literacy AssessmentAssessing Student CompetenceKnut NeumannIPN Kiel Didaktik der Physik2Assessment is a process of evidentiary reasoningAssessments come in many types and serve many purposesNo single assessment can serve all possible purposesDeveloping

2、quality assessments involves delineating the(developmentalperspective on the)construct into evidentiary statementsEvidentiary statements link construct,observation and interpretationQuality assessments combine an interpretation with a validity argumentWhat we have learned so far3A briefhistory ofstu

3、dentcompetence(in science)?(National Center for Education Statistics NCES,2000)4A brief history of student competence(in science)Future ResearchersEducated CitizensScientific LiteracyVision IVision IIVision IVision II(Roberts,2007)5Scientific literacy as the capacity to use scientificknowledge,to id

4、entify questions and to draw evidence-based conclusions in order to understand and help makedecisions about the natural world and the changes madeto it through human activity“A brief history of student competence(in science)(Organisation for Economic Co-operation and Development OECD,2001)6A brief h

5、istory of student competence(in science)(Organisation for Economic Co-operation and Development OECD,2001)Competenc(i)esIdentify scientific questionsDescribe,explain and predict scientific phenomenaReach decisions based on scientific evidenceContextsKnowledgeMotivationThe PISA Framework of Scientifi

6、c Literacy7Competence as successful interaction with the environment(White,1959)the characteristics to act successfully in situations(McClelland,1973)the ability to act independently(Deutscher Bildungsrat,1974).A brief history of student competence(in science)(Roberts,2007)8.an individuals dispositi

7、onal or learnablecognitive abilities and skills,to solve specificproblems,as well as the related motivational,volitional and social attitudes and skills tosuccessfully and responsibly apply the problemsolutions across varying situations.“Defining Student Competence(Weinert,2001,p.27 ff)9Well connect

8、ed knowledge(i.e.multiple connections between ideas),together with the ability and skills to apply this knowledge in order to make sense of and to explain phenomena and solve problems across a wide range of situationsDefining Student Competence in Science(Bransford,et al,2000;Fortus&Krajcik,2011;Ros

9、eman et al,2008;cf.Novak&Treagust,2015)10(Sample)Models of Student CompetenceKnowledge DimensionsCognitive ProcessesRememberUnderstandApplyAnalyzeEvaluateCreateFactualConceptualProceduralMetacognitive(Anderson&Krahtwohl,2001)11(Sample)Models of Student Competence(Walpuski et al.,2008;Kauertz et al.,

10、2012;cf.Neuamnn,Kauertz&Fischer,2010)12(Sample)Models of Student CompetenceK-12Scientific and Engineering PracticesDisciplinaryCore IdeasCrosscuttingConcepts(National Research Council NRC,2011)Matter and its interactionsMotion and stability:Forces and interactionsEnergyWaves and their applications i

11、n information transferDisciplinary Core Ideas(Physics)(National Research Council NRC,2011)K-12Asking questions and defining problemsDeveloping and using modelsPlanning and carrying out investigationsAnalyzing and interpreting dataUsing mathematics and computational thinkingDeveloping explanations an

12、d designing solutionsEngaging in argument from evidenceObtaining,evaluating,and communicating informationScientific and Engineering Practices(National Research Council NRC,2011)K-12PatternsCause and effect:mechanism and explanationScale,proportion and quantitySystems and system modelsEnergy and matt

13、er:flows,cycles and conservationStructure and functionStability and changeCross-Cutting Concepts(National Research Council NRC,2011)K-1216(Sample)Models of Student Competence(Next Generation Science Standards,2013)17(Sample)Models of Student Competence(Nexte Generation Science Standards,2013)18Asses

14、sing Student Competence?A1.Thermal ExpansionThe temperature of an iron panel with thedimensions 3 m x 1m is increased by 21 C.How much does the size of the iron panelincrease(thermal expansion coeffiicent ofiron:12,210-6K-1)?19Assessing Student Competence?A1.Thermal ExpansionAn iron panel with the d

15、imensions 3 m x 1 m is broughtfrom Anchorage in Alaska(Air Temperature:6 C)to Cape Town in South Africa(Air Temperature:27 C).How much does the size of the iron panel increase(thermal expansion coeffiicent of iron:10-6K-1)?20Assessing Student Competence?!Aunt Agnes wears a black coat,black trouses a

16、nd black shoes all the time,even in the streets at night.What would be your advice from a physics point of view?Whatclothes would be better and why?21AssessingStudent Competence!(National Research Council,2014,p.109;see Songer et al.,2009;Gotwals and Songer,2013)22Assessing Student Competence!(Natio

17、nal Research Council,2014,p.98;see Reiser et al.,2013)23Level Description5Systemic particle concept:Students describe matter and their properties throughinteractions in a system of particles.4Differentiated particle concept:Students describe matter as consisting of particles(e.g.atoms),which also co

18、nsists of further particles3Simple particle concept:Students describe matter as consisting of particles,whichare regarded as the last divisional part“.2Hybrid concepts:Students describe matter as containing particles as entitiesembedded in a substance.They consider that between the parti-cles is the

19、 actualsubstance1Nave concepts:Students describe matter as everything that occupies space andthat has a mass.They consider that matter is a continuum,which can be portioned,but is not made of particles.They also think that matter can be produced anddestroyedAssessing Student Competence24Assessing St

20、udent Competence!(Neumann et al.,under revision)25AssessingStudent Competence!(Neumann et al.,under revision)26AssessingStudent Competence!(Neumann et al.,under revision;see also Ufer&Neumann,2018)27AssessingStudent Competence!(Neumann et al.,under revision)28Scientific Literacy is the vision,studen

21、t competence the constructCompetence is best viewed as integration of knowledge,abilities and skillsModels of student competence delineate the KSAs that form competenceAssessment tasks need to provide a situation to demonstrate competenceScoring rubrics need to reflect increasing integration over th

22、e course ofinstruction and developmental perspective across grade and grrade bandsAssessment is more than tasks,can be any product produced by studentsSummary:Assessing Student Competence29Modeling Student Competence(Data driven)techniques to modelingstudent competence,includingStructural Equation ModelingItem Response TheoryCognitive Diagnostic ModelingCompetence(hypothetical)vs.measurement(empirical)modelOutlook:Student Modeling(Figure taken from Rupp&Templin,2008)