The Effects of Content, Format, and Inquiry level on Science Performance Assessment Scores.

Stecher, Brian M.; Klein, Stephen P.; Solano-Flores, Guillermo; McCaffrey, Dan; Robyn, Abby; Shavelson, Richard J.; Haertel, Edward

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Peer reviewed

ERIC Number: EJ607462

Record Type: Journal

Publication Date: 2000

Pages: N/A

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ISSN: ISSN-0895-7347

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The Effects of Content, Format, and Inquiry level on Science Performance Assessment Scores.

Stecher, Brian M.; Klein, Stephen P.; Solano-Flores, Guillermo; McCaffrey, Dan; Robyn, Abby; Shavelson, Richard J.; Haertel, Edward

Applied Measurement in Education, v13 n2 p139-60 2000

Studied content domain, format, and level of inquiry as factors contributing to the large variation in student performance across open-ended measures. Results for more than 1,200 eighth graders do not support the hypothesis that tasks similar in content, format, and level of inquiry would correlate higher with each other than with measures differing on these dimensions. (SLD)

Descriptors: Correlation, Inquiry, Junior High School Students, Junior High Schools, Performance Based Assessment, Science Tests, Test Content, Test Format

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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