Gender Differences in Fourth-Grade Scientific Inquiry Using the NAEP Science Interactive Computer Task

• In Event: 46.027 - Issues and Developments in NAEP Technology-Rich Assessments: Representative Work of NAEP–Educational Testing Service Summer Undergraduate Research Experience/Summer Predoctoral Research Experience Fellows

Abstract

Stemming off of initial work in simulation scenario evidence models in TREs (Technology-Rich Environments, Bennet, 2010), NAEP introduced interactive computer tasks (ICTs) in 2009 to assess students’ knowledge of science (U.S. Department of Education, 2009). The goal of science ICTs were to “create tasks for students to engage in different areas of scientific inquiry and measure those opportunities students participate in” (Chen, 2012). The three content areas covered in the Science ICTs are life, physical, and earth and space sciences. Grade 4 content items in particular involve an even distribution of these three areas. In addition to the assessment of content statements, ICTs assess ways in which students use scientific knowledge (U.S. Department of Education, 2009). In particular, the Mystery Plants science ICT task assessed scientific inquiry skills among fourth graders administered through a mixture of predict, observe, and explain questions in multiple choice, constructed response, and observable action items. Based off of competencies measured in TRE Scenario Model, students “form hypotheses, test them, and draw conclusions about governing principles” (Bennett, 2010). For this task, students were presented with a virtual greenhouse and were asked to determine the best amount of fertilizer or sunlight for two different plants. Students were asked to predict the best amount of sunlight needed for optimal growth, ran the virtual experiment and after observing the results, made conclusions about their findings.
This study explores differences in scientific inquiry skills among fourth graders as measured by the Science ICT Mystery Plants task. Studies show that the modality of administration may have a positive impact on female science achievement. These strategies include using inquiry based approaches that allow for hands-on manipulation of science material, employing a variety of assessment methods, and incorporating instructional technology into lessons (Schroeder, Scott, Huang, Tolson, & Lee, 2007). Exploring new modalities of formative science assessment that are beneficial to girls becomes especially relevant because studies show that differences in science achievement starts at the eighth grade level and continue to widen into high school (Amelink, 2009; Bacharach, Baumeister, and Furr , 2003). Heller and Ziegler (1996) did a study on high school students in Germany and found that females underestimate their potential in the science field and also attributes motivation to success or failure on exams.
In exploring gender differences in the Mystery Plants task, a similar proportion of girls and girls predicted the amount of sunlight required for optimal plant growth (Boys= 55.3%, Girls= 51.5%), and boys and girls also had similar outcomes in manipulating experiment trays correctly (Boys= 45.8%, Girls 44.88%) and correctly answering the conclusion question (Boys= 43.7%, Girls= 42.8%). The preliminary findings suggest no differences in girls’ competency in scientific inquiry as assessed by an interactive computer based task, and gives promise for the use of different modalities of assessment in the digital age that may level the playing field between boys and girls.

Authors

• Brianna Pankey, Howard University

• Johnny Lin, Educational Testing Service

• Yue Jia, Educational Testing Service