Exploring the affordances of computer-based assessment in measuring three-dimensional science learning. (2nd June 2021)

• Record Type: Journal Article
• Authors: Thompson, Christopher J.; Hite, Rebecca
• Is Part Of: International journal of learning technology. Volume 16:Number 1(2021)
• Page Start: 3
• Page End: 36
• Publication Date: 2021-06-02
• Subjects: assessment -- intermediate constraint -- Next Generation Science Standards -- NGSS -- science education -- three-dimensional learning; Learning -- Periodicals; Instructional systems -- Periodicals; 371.3
• Languages: English
• ISSNs: 1477-8386

Abstract

The Next Generation Science Standards (NGSS) calls for higher proficiency in K-12 science through three-dimensional learning, defined as the integration of core ideas, science practices, and cross-cutting concepts. This indicates a shift from recitation of isolated scientific facts towards a contextualised application of scientific ideas, requiring students to develop and evidence their knowledge by constructing and defending explanations of scientific problems and phenomena. In response to NGSS's three-dimensional science learning, computer-based assessments of novel 3D items were created; permitting more complex responses and evidence of knowledge than traditional multiple-choice questions (MCQs). This case study used task-based interviews to compare students' responses to 3D items against comparable MCQs. Results demonstrate that 3D items are equally or more effective to MCQs for evaluating proficiency in three-dimensional science learning. This research suggests that, with further development, 3D items delivered in an online format are a scalable and suitable tool for statewide accountability testing.