Evaluating the Impact of Multidimensionality on Science Item Performance

• In Event: Crown Plaza Roundtable Session 2
  In Roundtable Session: Inclusion and Accommodation in Educational Assessment SIG Roundtable

Abstract

New science standards focus on an interwoven approach whereby students engage in science and engineering practices (SEPs) to demonstrate knowledge of disciplinary core ideas (DCIs) and cross-cutting concepts (CCCs). This brings significant challenges to assessment design when considering students with the most significant cognitive disabilities (SCD). A science consortium developed science alternate assessments that combined two dimensions - DCIs and SEPs. This paper presents findings on the impact of multiple dimensions on item performance for students with the most SCD. Preliminary findings from one grade level suggest that item performance is not negatively impacted by the anticipated complexity of the multiple dimensions. However, there may be some evidence to suggest that some SEPs are more difficult than others.

Authors

• Brooke Nash, The University of Kansas

• Sue Bechard, University of Kansas - Lawrence