Evaluating Assessment Formats with Critical Thinking Skills in a High School Physics Lesson: Dissertation Submitted to the Doctoral Program of the American College of Education - Couverture souple

Daniel, Ann

Couverture souple

ISBN 10 : 169943588X ISBN 13 : 9781699435885

Editeur : Independently published, 2019

Synopsis

Teaching and assessing are ongoing topics in education. Researchers seek to optimize both the instructional strategy and the assessment format for determining mastery of the content. In physics and other scientific fields, domain-specific critical thinking (DS-CT) is part of the focus. Past research agrees problem-based learning (PBL) enhances scientific and critical thinking skills necessary for young adults who choose to pursue careers in science, technology, engineering, and mathematics (STEM). Educators want to know if the student can perform tasks outside the classroom using STEM on an integrated level. Using assessment theory and Bandura's social cognitive theory, the research focused on the interaction between three different forms of assessment formats (multiple-choice, free-response, and performance-based) for a PBL lesson on Ohm’s and Kirchhoff’s Law. Different researchers independently designed and used each assessment in similar studies. The quasi-experimental design used two-way repeated measures ANOVA for determining a significant interaction in students’ scores between pre and posttest with all forms of assessments F(2, 34) = 15.428, p < .001, ηp 2 = .476. Results showed a mean and standard deviation for main effects was lowest for multiple-choice (M = 28.380, SD = 1.839) and highest for performance-based (M = 47.963, SD = 3.378) with free-response in the middle (M = 33.597, SD = 3.121). Correlation results showed free-response and performance-based moderate (r = .609) compared with a low correlation for free-response and multiple-choice (r = .078). The results suggest formative assessment and social learning play an essential role in developing DS-CT skills and PBL lessons influence performance supporting a free-response assessment as a predictor of ability over a multiple-choice assessment.

Détails de l'édition

• Éditeur: Independently published
• Date d'édition: 2019
• Langue: anglais
• ISBN 10: 169943588X
• ISBN 13: 9781699435885
• Reliure: Broché
• Nombre de pages: 125
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