Science Learning Assessment Research Articles

Dynamic Evaluation of the Merdeka Curriculum: Unveiling the Effectiveness of Science Lesson Planning, Implementation and the Response of Junior High School Students

Merdeka curriculum is an education initiative in Indonesia that gives educators the flexibility to create learning that is more in-depth and suited to the needs of learners. This curriculum focuses on strengthening character and developing essential competencies, allowing students to go deeper into concepts and develop skills that are relevant to the challenges of the times. However, there are many obstacles in its implementation, especially in science learning, so it needs to be analyzed more deeply. The purpose of the research is to describe the planning, implementation, assessment, and students' responses to the implementation of the Merdeka curriculum in junior high school science subjects. The method used in this research is descriptive-quantitative. The subjects of this study were junior high school science teachers and students in grade VII in one of the private schools in the city of Bandung. The instruments used in this study were observation sheets and questionnaires. Based on the data analysis above, it can be concluded that the average score of science learning planning in the independent curriculum is 3.15, so it is in the good enough category. The average score of the science learning assessment obtained is 2.5, so it can be said that teachers still do not carry out learning assessments well. The average for all aspects of learner response has a good category, namely 73.62%. Thus, it is suggested that the teacher prepare everything related to learning activities to the maximum so that maximum results can be obtained

Challenges for Middle School Science Teachers in Assessing Scientific Inquiry Skills: A Thematic Analysis

Science learning assessment has always been challenging for science middle school teachers, especially when assessing students' scientific inquiry skills, which are essential to the science learning process. The study aims to highlight the challenges teachers confront when assessing high school pupils' capacity for scientific inquiry. It is a qualitative phenomenological study using thematic analysis techniques. Five middle school science teachers from junior high schools in Central Java participated in this study. Utilizing interviewing approaches, data was gathered. Using Clark Braun's thematic analysis methodologies, data analysis is carried out in four steps: (1) identifying the data, (2) performing coding, (3) creating themes, and (4) reviewing and defining the themes. This study shows that both internal and external factors might affect teachers' ability to undertake scientific inquiry research. The issue of obstacles teachers confront from the perspectives of students and learning systems is summarized by external variables. The researchers advised science teachers to engage in active, ongoing competence development to help them overcome challenges in evaluating scientific inquiries.

Investigating science learning assessment standards on Indonesian 2013 curriculum

<span lang="EN-US">Learning assessment is an activity that aims to collect and process information to measure the achievement of students’ learning process. The results of this assessment are then used as a basis for evaluating the learning process to improve learning in the future. The assessment process in the 2013 curriculum was carried out thoroughly on three aspects, namely attitudes, knowledge, and skills, which in its implementation still encountered several obstacles. This study aims to conduct a thorough investigation of 3 aspects of the science learning assessment standards in the implementation of the 2013 curriculum. This type of research is a mixed method with a convergent parallel design. The survey method was carried out by providing questionnaires to 65 science and biology teachers at the elementary, middle, and high school levels through a google form. The exploratory study was conducted with interview techniques through a purposive sampling of nine teachers representing each level of education. Based on the results of the survey, it was found that teachers need special attention to be able to train and improve disciplinary attitudes, and critical thinking skills of students at every stage at school levels. The results of a thorough investigation into the assessment standards in science learning show that there are several indicators need special attention from teachers to be trained more intensely and improved, those are critical thinking, metacognitive and student self regulatory/indepence. The assessment obstacle faced by teachers is mainly the adjustment of time in the assessment process with basic competencies which must be completed.</span>

THE DEVELOPMENT OF ASSESSMENT INSTRUMENT OF REASONING ABILITY ON HOTS FOR PHYSICS LEARNING

The purpose of this study is to develop an assessment instrument of reasoning ability on HOTS-based science learning assessment model on the Primary School Education Program’s students. The research method used is a research and development method. This method developed the evaluation model of HOTS-based science learning assessment that has the characteristics to measure the ability of deductive hypothesis between variables, to predict phenomenom represent it with logical thinking. Moreover to analyze theoretical statement by using if-then provison. HOTS-based science learning assessment model is validated by physics education experts and science education practitioners. After that, the assessment tools were tested by students in the Primary School Education Program. The result showed that the assessment model has 7 items characteristic deductive hypothesis that valid and reliable.

Perceptions of Science Teachers in Developing Student Learning Outcomes Instruments Online

This study aims to determine the perceptions of science teachers in compiling student learning outcomes instruments online, the obstacles faced by Science Teachers in making student learning outcomes instruments online. This research uses a quantitative approach with a descriptive research type. The sample in this study were 11 teachers of science subjects. Research data collection techniques, through filling out questionnaires, interviews and documentation studies. The results of the study show that the online science learning outcomes instrument at SMA Negeri 6 Banda Aceh has been prepared very well. The teacher's ability to plan an online science learning outcome assessment instrument at SMA Negeri 6 Banda Aceh has been carried out in the very high category. However, some of the obstacles faced by teachers in developing online science learning assessment instruments include: difficulties in carrying out the assessment because it is done online considering that this is the first time this online assessment has been carried out, however, according to the results of interviews, teachers at SMA Negeri 6 Banda Aceh, especially those who teach science subjects, are very motivated because this is a challenge in applying technology in learning; requires a longer time allocation in compiling instruments for assessing student learning outcomes so that it has an impact on the allocation of learning time which is limited and insufficient in conducting student assessments.

Analisis penerapan higher order thinking skills pada pembelajaran IPA kelas V tema 1 sekolah dasar

<em>This study aims to analyze the application of learning that refers to the indicators of Higher Order Thinking Skill in science learning. This study uses a qualitative descriptive research methodology. The subjects studied were science learning carried out by teachers and students of class V SD Negeri Tunggulsari 2 Surakarta. Data collection techniques used are observation, interviews, questionnaires, and document analysis. Validation of data using triangulation of sources and techniques. This study uses Miles and Huberman qualitative data analysis, namely data reduction, data presentation, and drawing conclusions. The results of this study are the application of science learning for class V SD Negeri Tunggulsari 2 Surakarta shows the learning process that refers to higher order thinking skills (HOTS), but its application is less than optimal. The learning objectives made by the teacher have used high-level operational verbs C4, C5, and C6. The implementation of science learning referring to the HOTS indicator has been implemented but some HOTS indicator descriptors have not appeared, and the science learning assessment made by the teacher has used the HOTS level KKO, although it is still dominated by LOTS level questions because the teacher still has to adjust to the differences in students' thinking skills.</em>

A longitudinal investigation of changing conceptions about teaching science and pedagogical implications of student diversity

AbstractThis longitudinal case study investigates how one science teachers' conceptions change in one domain (assessment of science learning) but not in another (understanding the pedagogical implications of student diversity) over a period of 10 years that includes a university teacher education program and nine subsequent years of experience of classroom teaching. This article describes the case of Victor, a White and male high school physics teacher, and documents changes in his conceptions of teaching science over 10 years. This study suggests that teachers who undertake the effort to change an aspect of their practice, knowing that they will need to rethink some of their existing ideas, can be successful. Conversely, if an area of teacher knowledge is underdeveloped at the conclusion of a teacher preparation program, there is no guarantee that the situation will be ameliorated simply through years of classroom experience, even if teachers grow to feel a level of increased confidence and comfort in that domain. It also demonstrates that the opportunity to undergo conceptual change with regard to issues of student diversity is highly dependent on a science teacher's identity, personal history, and teaching contexts and experiences.

Okul Öncesi Dönem Çocuklarının Ebeveynlerinin Uyguladıkları Anne-Baba Tutumları İle Bilim Öğrenme Becerileri Arasındaki İlişkinin İncelenmesi

Bu araştırmanın temel amacı, okul öncesi eğitim kurumuna devam eden 60-72 aylık okul öncesi dönem çocuklarının bilim öğrenme becerileri ile ebeveynlerinin uyguladıkları anne-baba tutumları arasındaki ilişkinin sınanmasıdır. Araştırma nicel desende olup, genel tarama modellerinden ilişkisel tarama modeli kullanılmıştır. Araştırmanın bağımsız değişkenleri, ebeveynlerinin uyguladıkları anne baba tutumları iken; bağımlı değişkenleri, çocukların bilim öğrenme becerileridir. Çalışma grubunu, okul öncesi eğitimi alan 395 çocuk ve onların ebeveynleri oluşturmaktadır. Verilerin toplanması amacıyla, “Kişisel Bilgi Formu”, “Anne-Babalık Stilleri ve Boyutları Ölçeği” ve “Bilim Öğrenmeyi Değerlendirme Testi” kullanılmıştır. Okul öncesi dönem çocuklarının ebeveynlerinin uyguladıkları anne-baba tutumları ile bilim öğrenme becerileri arasındaki ilişkinin incelenmesinde ise korelasyon analizi yapılmıştır. Neticesinde, okul öncesi eğitim kurumuna devam eden 60-72 aylık çocukların bilim öğrenme becerileri ile annelerin çocuklarına uygulamış oldukları tutumlar arasında istatiksel olarak anlamlı bir ilişkinin olmadığı sonucuna ulaşılmıştır. Okul öncesi dönem çocuklarının ebeveynlerinin uyguladıkları anne-baba tutumları ile annenin sahip olduğu sosyo-demografik özelliklerin, çocuklarının bilim öğrenme becerilerini yordamasında ise Hiyerarşik Çoklu Regresyon analizi kullanılmıştır. Sonuç olarak, annelerin sahip olduğu sosyo-demografik özelliklerin ve tutumların, çocuklarının Bilim Öğrenmeyi Değerlendirme Testi’nden elde ettikleri toplam puanı ve Bilimsel Araştırma Süreçleri alt boyutunu istatiksel olarak anlamlı şekilde açıklarken, Yaşam Bilimi Kavramları alt boyutunu istatiksel olarak anlamlı bir şekilde açıklamadığı görülmüştür.

Development the innovation science learning based on technology embedded scientific inquiry (TESI) to improve problem solving skills and curiosity of junior high school students

This research was conducted to develop innovation in science learning based on TESI (Technology Embedded Scientific Inquiry) in substance themes that has been validated. This research used development design. Data was collected using innovation science learning assessment to validated lesson plan, worksheet and instruments. The data were analysed descriptively to determine the validity of science learning plan. This research can produce innovation science learning through technology embedded scientific inquiry that have good criteria.

Assessing the Science Learning Assessment (SLA) Instrument in Greek Early Childhood Education Using the Item Response Theory Framework

Studies revealed that science learning in early childhood is associated with primary and secondary school readiness, improved causal reasoning, increased interest in science in later life, and with long-term effects on academic achievement. Thus, having valid and reliable instruments to assess children’s science learning becomes critical in early childhood education (ECE). The main goal of the current study was to examine the psychometric properties of the Greek version of the Science Learning Assessment (SLA), an instrument developed in the USA to assess science learning in ECE. Randomly selected from 53 preschool units in Greece, 528 children were administered with the Greek version of the SLA. Advanced statistical methods (CFA, IRT framework) were employed to analyse the data and the results showed that the Greek version of the SLA displayed acceptable psychometric properties. Therefore, it can be argued that the Greek version of the SLA is a valid and reliable scale for assessing children’s science knowledge in ECE, capturing universal concepts of science knowledge children in early childhood.

Development of Assesment Instrument Based on Scientific Literacy in Digestive System, Additives, and Addictive Substances for Junior High School

Success in science education can be seen from the achievement of science literacy learners. The results of the analysis show that the ability of science literacy of learners in Padang City was in low category. This is because the learning process has not been fully support to the development of science literacy skills of learners, especially on the development of science learning assessment instrument. This study aims to produce assessment instruments based scientific literacy on digestive system, additives, and addictive substances for SMP. This research used the research development models by Plomp where consisting of three phase, there are preliminary phase, development or prototype (development or prototyping phase), and assessment phase. The subject were 47 students of SMP Negeri 1 Padang and validator consisted of 3 lecturers of FMIPA. This research resulted in scientific literacy assessment on digestive system, additives, and addictive substances for SMP, those are valid for both logical and empiric, practical in the use for students, high reliability, have good distinguisher, and level of difficulty. Based on logical validity, this scientific literacy assessment declared 80.42% valid by experts. Based on empiric validity, this scientific literacy assessment declared 70.69% valid. Based on practicality, this scientific literacy assessment declared 81,70% by students.

Science lesson plan evaluation for 7th grade secondary school: A learning process reflection

The study aimed to determine the suitability of the Lesson Plan for 7th grade Secondary School with the Learning Process Standard based on the aspects of planning, implementation, and assessment. The particular research was an evaluation research with the CIPP model (Context, Input, Process, and Product). The lesson plan documents were from five schools implementing the Curriculum 2006 and five schools implementing the Curriculum 2013. The respondents were 10 science teachers of 7th grade and 472 students. Data collection instruments were observation guides, questionnaires, interview guides, and documentation. Data analysis techniques were quantitative and qualitative. The Quantitative data was T-score; meanwhile, qualitative data analyzed descriptively. Lesson Plans with the rules of the Curriculum 2006 and Curriculum 2013 were the main documents in the evaluation. The results showed that (1) the suitability of the science lesson plan using KTSP (curriculum 2006) was in category of adequate suitable and lesson plan using K-13 (curriculum 2013) was in suitable category; (2) the suitability of the implementation of science learning using KTSP and K-13 was in category of adequate suitable; and (3) the suitability of the assessment of science learning using KTSP and K-13 was in category of adequate suitable. Generally, the documents of the science lesson plan were adequate suitable with the Learning Process Standards.

‘Sometimes They Are Fun and Sometimes They Are Not’: Concept Mapping with English Language Acquisition (ELA) and Gifted/Talented (GT) Elementary Students Learning Science and Sustainability

This study presents an ‘education for sustainability’ curricular model which promotes science learning in an elementary classroom through equity pedagogy. A total of 25 fourth-grade students from an urban, public school in Denver, Colorado participated in this mixed-methods study where concept maps were used as a tool for describing and assessing students’ understanding of ecosystem interactions. Concept maps provide a more holistic, systems-based assessment of science learning in a sustainability curriculum. The concept maps were scored and analyzed using SPSS to investigate potential differences in learning gains of English Language Acquisition (ELA) and Gifted/Talented (GT) students. Interviews were conducted after the concept maps were administered, then transcribed and inductively coded to generate themes related to science learning. Interviews also encouraged students to explain their drawings and provided a more accurate interpretation of the concept maps. Findings revealed the difference between pre- and post-concept map scores for ELA and GT learners were not statistically significant. Students also demonstrated an increased knowledge of ecosystem interactions during interviews. Concept maps, as part of an education for sustainability curriculum, can promote equity by providing diverse learners with different—yet equally valid—outlets to express their scientific knowledge.

IMPLEMENTATION OF INTEGRATED SCIENCE INSTRUCTION ASSESSMENT AS AN ALTERNATIVE TO MEASURE SCIENCE PROCESS SKILLS AND SOCIAL ATTITUDES

Curriculum 2013 requires a paradigm shift in the teachers manage learning, including assessment. Research on the implementation of integrated science instruction assessmentis an attempt to overcome the problems in science learning assessment in Junior High School. Rate the former tend to simply measure cognitive ability, so that teachers rarely pay attention to ratings on science process skills of students and social attitudes. This research aims to; (1) produce integrated science assessment practical instruction through the feasibility test in science learning class (2) to get the measure of science process skills and social attitudes of learners using instruments developed. This research is a development that adapt the model Borg and Gall (1983). Aiken's Formula V is used to analyze the instrument by the validator. This research resulted in: (1) integrated science instruction assessment practical through feasibility testing in the classroom science lessons with the following characteristics: (a) the observation sheet form checklist used by teachers to observe the science process skills of learners is only at the stage of observing, measuring, inferring, classifying, predicting, communicating as well as observing the social attitude on stage mental and neural state, of readiness to respond, organized, through experience, and exerting a directive (b) science process skills is not observed from the behavior of learners assessed by working the worksheet (c) the self-assessment of social attitudes among learners friends used only at the stage of evaluate; (2) the instrument has been developed fit for use because it meets the content validity by experts and reliability was good value. (3) Results of measurement using observation sheet science process skills get a very good category and the results of measuring social attitude of learners using observation sheets, self-assessment and peer assessment obtained either category on aspects of mental and neural state, of readiness to respond, organized, through experience, and exerting a directive .

동요를 동기화한 과학활동이 유아의 과학관련태도 및 과학과정기술이해에 미치는 영향

본 연구는 동요를 동기화한 과학활동이 유아의 과학관련태도 및 과학과정기술이해에 미치는 영향을 알아보고자 하였다. 연구대상은 만 5세 유아 40명을 실험집단 20명과 통제집단 20명으로 나누었다. 연구도구는 안현정(2011)의 과학관련태도 검사도구와 Samarapungavan 외(2009)가 유아용으로 개발한 과학과정기술이해 측정 문항을 번안하여 사용하였다. 실험집단에는 7주 동안 매주 3회기씩, 총 21회 동요를 동기화한 과학활동을 실시하였다. 1회기 1차시에서는 동요를 배우고 과학적 질문 찾기를 하며 2차시에서는 과학적 탐구 활동을 하였고, 3차시에서는 과학활동을 활용한 동요개사 활동을 하였다. 통제집단은 같은 기간 동요배우기, 과학활동, 음률활동을 독립된 활동으로 실시하였다. 사전 사후검사자료는 SPSS 프로그램을 이용하여 t-검증을 하였다. 연구결과는 동요를 동기화한 과학활동이 유아의 과학관련태도 및 과학과정기술이해를 향상시키는데 더 효과가 있는 것으로 나타났다. The present study examined the effects of science activities motivated through children's songs on young children's science-related attitudes, and understanding of science processing. skills. The subjects of the present study were 40 children aged five, among them 20 children being assigned into an experimental group, and 20 children into a control group. An Hyun-Jeong's(2011). 'The Test of Science-Related Attitudes' and science process skills measurement questions from 'The Science Learning Assessment' by Samarapungavan, Mantzicopoulos, Patrick, and French (2009) were used after adapting them as research tools. The experimental group performed science activities motivated through children's songs 21 times, 3 times a week for 7 weeks; learning children's songs and asking science questions at the first stage, performing science activities at the second stage, and adapting children's songs based on the findings of science activities. The control group performed the learning of children's songs, science activities, and rhythmic activities in the same period. The pre- and post-test data were analyzed as at-test using SPSS program. The study results indicated that science activities motivated through children's songs were effective in improving young children's science-related attitudes and their understanding of science process skills.

A Quality Snapshot of Science Teaching in Turkish K-3rd Grade Programs

This study aimed to capture a vivid picture of the quality of science teaching in K-3rd grade programs in Turkey. The sample comprised 80 teachers in 20 K-3rd grade programs in Ankara, Turkey. A qualitative interpretative research design was used in this study. The data were collected using content analysis, observation and interviews. Phenomenological analysis were used to analyze the study data. The results showed that science topics are broadly covered in K-3rd grade science education curricula. Majority of teachers who teach science in K-3rd grade programs lacked a sound science education background. Classrooms in general lacked a specific rich science area. Range of science activities and teaching techniques were used in teaching science to young children. Telling/explaining and questioning were the most common instructional methods used. Assessment of science learning is usually equated with testing. Several practical implications for K-3rd grade programs, teachers, teacher education programs, and policy-makers are presented.

Assessment of science learning: Living in interesting times

AbstractBeginning with a reference to living in a time of both uncertainty and opportunity, this article presents a discussion of key areas where shared understanding is needed if we are to successfully realize the design and use of high quality, valid assessments of science. The key areas discussed are: (1) assessment purpose and use, (2) the nature of assessment and the importance of research on learning, (3) assessment design processes, (4) validity arguments, (5) measurement and statistical inference, (6) affordances of technology, and (7) systems of assessment. After introducing each vital area, the article discusses how each of the five articles in the special issue is connected to the areas. Concluding comments emphasize the reminder that despite the large amount of work to be done, we are well positioned to realize the high quality, valid science education assessments that we need for K‐16 science education. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 831–841, 2012

Assessment and science education: Our essential new priority?

Over 10 years ago, a National Research Council committee led by Jim Pellegrino and Robert Glaser generated the fundamental text on educational assessment titled, Knowing What Students Know: The Science and Design of Educational Assessment (NRC, 2001). In this document, the authors emphasize that assessment is a process of reasoning from evidence, ‘‘a process by which educators use students’ responses to specially created or naturally occurring stimuli to draw inferences about the students’ knowledge and skills’’ (National Research Council 2001, p. 20). Knowing What Students Know (NRC, 2001; KWSK) was fundamental to advancing the conversation on assessment in science and other disciplines for several reasons. First, KWSK provided a set of guiding principles for the development and evaluation of educational assessments. The assessment triangle, introduced as an assessment model, was particularly important as it brought recognition to the importance of using cognitive models to drive the design of the assessment and define the empirical evidence needed to support the interpretations derived from observed performance. Second, KWSK called for a ‘‘balanced assessment system’’ of classroom and large-scale assessments that are: comprehensive—using multiple sources of evidence about students’ learning; coherent—a shared learning model coordinating curriculum, instruction, and assessment; and continuous—longitudinal assessment of learning progress over time. This assessment system posed a model to follow in any educational system. Third, KWSK confirmed the idea that assessment should be designed with a specific purpose in mind and cannot serve multiple purposes. Fourth, KWSK emphasized the necessity for assessments to be sensitive to cultural and linguistic difference characteristics of the tested audience. Fifth, KWSK presented new advances in educational measurement, psychometrics, and technology. In all of these ways, KWSK set a high bar for quality assessments. At the

Mapping out the integration of the components of pedagogical content knowledge (PCK): Examples from high school biology classrooms

AbstractThis study explored the nature of the integration of the five components of pedagogical content knowledge (PCK): (a) Orientations toward Teaching Science, (b) Knowledge of Student Understanding, (c) Knowledge of Instructional Strategies and Representations, (d) Knowledge of Science Curriculum, and (e) Knowledge of Assessment of Science Learning. Given the topic and context specificity of PCK, this investigation was conducted in the context of the photosynthesis and heredity instruction of four teachers who were working at the same high school with the same curricular materials. Data sources included classroom observations, semi‐structured interviews, lesson plans, instructional materials, and students' work samples. Data were analyzed through three different approaches: (a) in‐depth analysis of explicit PCK, (b) enumerative approach, and (c) the constant comparative method. Data analysis indicated five salient features of the integration of the PCK components: (a) the integration of the components was idiosyncratic and topic‐specific; (b) Knowledge of Student Understanding and Knowledge of Instructional Strategies and Representations were central in the integration; (c) Knowledge of Science Curriculum and Knowledge of Assessment of Science Learning had most limited connection with other components; (d) Knowledge of Assessment of Science Learning was more often connected with Knowledge of Student Understanding and Knowledge of Instructional Strategies and Representations than with the other components; and (e) Didactic Orientations toward Teaching Science directed Knowledge of Instructional Strategies and Representations inhibiting its connection with other components. This study highlights that the quality of PCK depends on the coherence among the components as well as the strength of individual components. From a methodological perspective, this study demonstrates the possibility to make PCK more visible and accessible by using a PCK Map, a pictorial representation of the interactions of the PCK components. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 922–941, 2012

Enhancing Teacher Competence through Online Training

An increasing number of educational institutions and organizations around the world employ online training to address emerging challenges in teacher competence. Research literature, however, showed that few studies have been conducted that followed teachers in their respective schools after training to evaluate their classroom performance. Enthused by this lack of empirical proof, this study was conducted to assess the modifications on pedagogical content knowledge (PCK) - an accepted construct in educational lexicon - of nine non-major science teachers who were given a month-long, fully online training. Using a multi-method assessment procedure (e.g., achievement testing, concept mapping, lesson planning, and demonstration teaching), results disclose substantial alteration in two knowledge-based PCK components in science teaching - knowledge about science curriculum and students' understanding of science. A significant increase in achievement scores, better concept map structure and corrected misconceptions were observed after the training. Contrastingly, only little improvement was noted in the other two skill-based components - knowledge about instructional strategies and assessment in science. Few changes were noticed in teachers' topic-specific strategies and science learning assessment skills. Based on these findings, it appeared that fully online teacher trainings were insufficient in enhancing all facets of the complex nature of science teaching. Keywords: Teacher competence; pedagogical content knowledge; online teacher training DOI: 10.3860/taper.v19i3.1848 The Asia-Pacific Education Researcher 19:3 (2010), pp. 371-386