The purpose of this research was to investigate an efficient method to assess year 8 (age 13-14) students' conceptual understanding of heat and temperature concepts. Two different types of instruments were used in this study: Type 1, consisting of multiple-choice items with open-ended justifications; and Type 2, consisting of two-tier…

Passive, lecture-based forms of instruction are often ineffective in helping students develop deep conceptual understanding of scientific concepts. Student-centered forms of instruction based in a constructivist framework, where students are guided toward actively constructing their understanding, have been met with greater success. However,…

Background: In the last few decades, researchers have turned their attention to students' understanding of scientific concepts at different school levels. The results indicate that the learners have different ideas, and most of them are inaccurate in terms of those generally accepted by the scientific community. Purpose: This study was undertaken…

This study aims to examine the impacts of the inquiry learning strategies employed in a "Plastic Education Project" on primary students' knowledge, beliefs and intended behaviour in Hong Kong. Student questionnaires and a test on plastic types were adopted for data collection. Results reveal that the inquiry learning strategies…

A stand-alone online teaching module was developed to cover an area of musculoskeletal anatomy (structure of bone) found to be difficult by students. The material presented in the module was not formally presented in any other way, thus providing additional time for other curriculum components, but it was assessed in the final examination. The…

The goals of our study were to determine the predictive value and usability of an audience response system (ARS) as a knowledge assessment tool in an undergraduate medical curriculum. Over a three year period (2006-2008), data were collected from first year didactic blocks in Genetics/Histology and Anatomy/Radiology (n = 42-50 per class). During…

The Connecticut Assessment of Educational Progress (CAEP) is a continuing program designed to measure the efficiency of educational programs offered by public schools. During 1979-80, grades 4, 8, 11 were tested in science. The assessment goals were: to provide information on the quality of education in Connecticut; to collect and compare data…

Classroom tests developed by seventh- and eighth-grade science teachers (n=23) and mathematics teachers (n=18) were analyzed by panels of content and measurement experts. The 41 participating teachers, each of whom contributed 2 tests, completed a questionnaire, an interview, and 2 measures of competence in testing. Teachers used all major item…

Classroom tests developed by 41 seventh- and eighth-grade science and mathematics teachers were analyzed by content and measurement experts. The quality of a teacher's test was best predicted by performance on a multiple-choice test of measurement competence. Implications for teacher training in measurement are discussed. (SLD)

This study aimed at establishing if the level of performance of 500 Jamaican Grade 11 students on an achievement test on the concept of respiration was satisfactory (mean = 28 or 70% and above) or not (less than 70%); if there were statistically significant differences in their performance on the concept linked to their gender, cognitive abilities…