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DISSERTATION DEFENSE

DISSERTATION DEFENSE. Title : “Implementing the standard-based assessment: Developing and validating a set of laboratory tasks in high school biology”. by Gouranga Saha State University of New York at Buffalo U.S.A. SCIENCE ASSESSMENT STANDARDS.

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DISSERTATION DEFENSE

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  1. DISSERTATION DEFENSE Title: “Implementing the standard-based assessment: Developing and validating a set of laboratory tasks in high school biology”. by Gouranga Saha State University of New York at Buffalo U.S.A.

  2. SCIENCE ASSESSMENT STANDARDS • Understanding important relationships, processes, mechanisms, and application of concepts are considered critical for science learning outcomes by educational reform documents. • Assessment standards emphasize that all assessments should correlate well with these intended science learning goals.

  3. LITERATURE REVIEW • Science Education Reform Efforts • Constructivist Paradigm • Impact on Assessment • Performance-based Assessment Tasks • Authentic Lab. Practical Tasks • Assessment of Biology Learning outcomes

  4. RESEARCH QUESTIONS • How can laboratory-based performance tasks be designed and developed to ascertain that they are doable by all students for whom they are meant? • Do student responses from these tasks validly represent the intended process skills that new biology learning standards want students to acquire? And • Are these tasks psychometrically sound as individual tasks and as set?

  5. METHODOLOGY • Designing the tasks • Developing the tasks • Sampling the subjects • Collecting data • Analyzing data

  6. Designing Tasks • Pooling Tasks • Brain-storming • Modifying existing tasks

  7. Developing Tasks • Trial Testing

  8. Trial Testing • Micro Testing • Mini Testing • Pilot Testing • Field Testing

  9. PIPE-LINE ANALOGY

  10. SCORING RUBRIC • From subjective to objective • Holistic

  11. ADDRESSING THE STANDARDS • Content standards • Process standards

  12. TASK AS AN ASSESSMENT INSTRUMENT • Nature • Items to tap science process skills

  13. Sampling the Subjects • Randomization Process

  14. Collecting Data • Conducting the Tests • Scoring Student Responses

  15. Analyzing Data • Collating the raw data • Organizing the data • Analysis

  16. Analysis • Percent Agreement • Coefficient ‘r’ • Item-wise analysis • ‘r’ across tasks & across items of each task • Convergent & divergent evidences • ‘r’ across items of same skill category

  17. Analysis (Contd.) • Application of ‘G’-Theory • Differential Item analysis • Skill category • ANOVA • Interpretive Analysis

  18. Summary • Gowin’s V-Diagram

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