Development of scientific reasoning test measuring control of variables strategy in physics for high school students: evidence of validity and latent predictors of item difficulty-Reference-Cited by-同舟云学术

Development of scientific reasoning test measuring control of variables strategy in physics for high school students: evidence of validity and latent predictors of item difficulty

Published:2021-08-01 Issue:13 Volume:43 Page:2185-2205
ISSN:0950-0693
Container-title:International Journal of Science Education
language:en
Short-container-title:International Journal of Science Education

Author:

Van Vo De¹²³^ORCID,Csapó Benő⁴⁵^ORCID

Affiliation:

1. Doctoral School of Education, University of Szeged, Szeged, Hungary

2. Faculty of Education, An Giang University - VNUHCM, Long Xuyen City, Vietnam

3. Vietnam National University Ho Chi Minh City, Ho Chi Minh City, Vietnam

4. Institute of Education, University of Szeged, Szeged, Hungary

5. MTA-SZTE Research Group on the Development of Competencies, Szeged, Hungary

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/09500693.2021.1957515

Reference53 articles.

1. Adams, R. & August, M. W. (2010). Modelling a dichotomously scored multiple choice test with the Rasch model (Issue August). ConQuest.

2. American Association for the Advancement of Science (AAAS). (2012). AAAS Science Assessment - Project2061. https://www.aaas.org/programs/project-2061

3. American Education Research Association, American Psychological Association, and N. M. in E. (1999). Standards for educational and psychological testing. American Psychological Association. https://www.aera.net/Portals/38/1999Standards_revised.pdf

4. Validity evaluation of the Lawson classroom test of scientific reasoning

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