Grading the Nation's Report Card Evaluating NAEP and Transforming the Assessment of Educational Progress (1999) / Chapter Skim
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Appendix B: Research About Student Learning as a Basis for Developing Assessment Materials: An Example from Science
Appendix B: Research About Student Learning as a Basis for Developing Assessment Materials: An Example from Science
Pages 231-236
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From page 231... ...
These facet clusters are sets of related elements, grouped around a physical situation (e.g., forces on interacting objects) or around some conceptual idea (e.g., meaning of average velocity)
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314 - surrounding fluids don't exert any forces or pushes on objects 315 - surrounding fluids exert equal pushes all around an object 316 - whichever surface has greater amount of fluid above or below the object has the greater push by the fluid on the surface 317 - fluid mediums exert an upward push only 318 - surrounding fluid mediums exert a net downward push 319 - weight of an object is directly proportional to medium pressure on it EXAMPLE B Average Speed or Average Velocity Facets of Student Understanding 220 - average speed = (total distance covered) /(total time)
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Those facets with middle digits frequently arise from formal instruction but may represent over- or undergeneralizations in a student' s knowledge structure. This type of systematic knowledge of the levels at which students understand and represent physical concepts, principles, and/or situations is a starting point for developing highly informative assessment materials that could be used in large-scale survey assessments such as NAEP.
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scoring rubrics if such an item were to be administered as part of a large-scale assessment, with responses reflecting facets of understanding that end in O or 1 being scored as correct, responses reflecting facets ending in 9, 8, or 7 being scored as incorrect, and with responses reflecting intermediate facets being scored at one or more levels of partial credit. Evaluators of students' responses must therefore be able to recognize which facets are represented in a wide variety of
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Single items such as that shown in first figure, even when coupled with qualitative evaluation frameworks such as the facet cluster in the table, seldom provide sufficient information to ascertain the specificity versus generality and appropriateness of a student's understanding. However, sets of items or item families can be constructed to assess the context specificity of understanding.
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From page 236... ...
Interpretable patterns of responses across items can also be obtained for other physical concepts and situations, and the use of an array of these sorts of item families in NAEP would provide a sound basis for the provision of more interpretive analyses of student performance that have been recommended throughout this report. In his research paper, Minstrell provides additional examples in multiple concept areas in the physical sciences of the application of a facet-based approach to the development of items and the evaluation of student responses.
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