Assessing Students' Learning Progression in Stability and Change Across Middle School Grades

• In Event: Marriott Roundtable Session Three
  In Roundtable Session: Rasch Analysis in K–12 Settings (Table 5)

Abstract

This study developed a measurement instrument to assess middle school students’ learning progression in Stability and Change. Three test versions comprising 24 constructed-response items were administered to 136 seventh-graders, 139 eighth-graders, and 67 ninth-graders. Multiple empirical evidence generated from partial credit Rasch analysis supported the validity and reliability of the measurement instrument. The results revealed that students in higher grades have higher levels of development of Stability and Change than students in lower grades. While most seventh-graders in this sample only attained the Facts level of Stability and Change, most eighth-graders still stayed at the Facts level in Analyzing and Designing. Only the ablest ninth-graders and eighth-graders in this sample attained the Systems level in Analyzing and Designing.

Authors

• Shaohui Chi, East China Normal University
  Presenting Author

• Zuhao Wang, East China Normal University
  Presenting Author

• Ya Zhu, East China Normal University
  Presenting Author