Individual Difference Measures That Predict Performance on Conversation-Based Assessments of Science Inquiry Skills

• In Event: 51.026 - Motivation, Engagement, and Achievement in STEM Learning

Abstract

Relationships among student-level characteristics and performance on an interactive science inquiry skills assessment were examined using data from two cohorts of urban and rural middle school students (N=865). Across Study 1 (n=235) and Study 2 (n=630), students completed a science assessment and several student-level measures intended to capture characteristics relevant to STEM proficiency. Confirmatory Factor Analyses (CFAs) were conducted to evaluate the structure of Grit, Mindset, Cognitive Flexibility, Achievement Goal Questionnaire–Revised, and Motivated Strategies for Learning Questionnaire. Correlation and regression analyses revealed science proficiency, demographics, class experiences, mindset, cognitive flexibility, and self-efficacy as significant predictors of assessment performance. Implications for the STEM pipeline, adaptive assessment, and measurement of malleable student-level characteristics relevant to science proficiency are discussed.

Authors

• Jesse R. Sparks, Educational Testing Service

• Stephanie Peters, Educational Testing Service

• Jonathan Steinberg, Educational Testing Service

• Kofi James, Educational Testing Service

• Blair Lehman, Educational Testing Service

• Diego Zapata-Rivera, Educational Testing Service