Assessment of Scientific Reasoning: Development and Validation of Scientific Reasoning Assessment Tool

Carl Angell,Tsedeke Abate,Kassa Michael

doi:10.29333/ejmste/9353

Abstract

Studies indicate that the failure of science education to meet the needs of the 21st century is to some extent due to the inability to incorporate scientific reasoning and higher order assessments in the school instruction. Though the outcomes of education seek higher-order thinking abilities there is a lack of high ability assessments in low-income nations. This study aimed to develop and validate Scientific Reasoning Progress Tool (SRPT) that measures students’ reasoning abilities. In this study, 40 items were developed, pilot-tested, and administered to 242 students from grade eight. The SRPT was a valid and reliable instrument. It was also found that the reasoning ability of grade 8 students’ is limited to the lower levels of reasoning. It is recommended that further study is essential through the adoption of the framework and the design to develop additional instruments and investigation of the progression of students’ scientific reasoning ability.

Highlights

These days, science education is believed to be a means to tackle the challenges of the 21st century such as poverty in sub-Saharan countries (Josh & Verspoor, 2013), and poor quality of life and other societal problems (Zhou, et al, 2016)
This study aimed to develop and validate Scientific Reasoning Progress Tool (SRPT) that measures students’ reasoning abilities
This study was engaged in the development and validation of scientific reasoning progress tool for grade 8 students based on the Senocak’s framework

Summary

Introduction

These days, science education is believed to be a means to tackle the challenges of the 21st century such as poverty in sub-Saharan countries (Josh & Verspoor, 2013), and poor quality of life and other societal problems (Zhou, et al, 2016). To solve such challenges of the 21st century, science education needs to help students to develop the skills needed for the Century such as the ability to solve problems, evaluate information, collaborate with others effectively, work with a variety of new technology, critical thinking, reasoning, and develop new ideas and products (Dole, Bloom, & Kowalske, 2016; Lamb, Jackson, & Rumberger, 2015; Nagaoka, Farrington, Ehrlich, & Heath, 2015). To promote and establish such ability in the science classroom, it is required to assess students’ pattern of scientific reasoning and develop valid assessment tools that measure and evaluate their ability of scientific reasoning

Objectives

Methods

Findings

Conclusion