Quantitative Analysis of Complex Multiple-Choice Items in Science Technology and Society: Item Scaling
<p class="p1">The scarce attention to assessment and evaluation in science education research has been especially harmful for Science-Technology-Society (<span class="s1">STS</span>) education, due to the dialectic, tentative, value-laden, and controversial natu...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Universidad Autónoma de Baja California
2005-05-01
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| Series: | Revista Electrónica de Investigación Educativa |
| Subjects: | |
| Online Access: | http://redie.uabc.mx/redie/article/view/116 |
| _version_ | 1818939142210322432 |
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| author | Ángel Vázquez Alonso María Antonia Manassero Mas José Antonio Acevedo Díaz |
| author_facet | Ángel Vázquez Alonso María Antonia Manassero Mas José Antonio Acevedo Díaz |
| author_sort | Ángel Vázquez Alonso |
| collection | DOAJ |
| description | <p class="p1">The scarce attention to assessment and evaluation in science education research has been especially harmful for Science-Technology-Society (<span class="s1">STS</span>) education, due to the dialectic, tentative, value-laden, and controversial nature of most <span class="s1">STS</span> topics. To overcome the methodological pitfalls of the <span class="s1">STS</span> assessment instruments used in the past, an empirically developed instrument (<span class="s1">VOSTS</span>, Views on Science-Technology-Society) have been suggested. Some methodological proposals, namely the multiple response models and the computing of a global attitudinal index, were suggested to improve the item implementation. The final step of these methodological proposals requires the categorization of <span class="s1">STS</span> statements. This paper describes the process of categorization through a scaling procedure ruled by a panel of experts, acting as judges, according to the body of knowledge from history, epistemology, and sociology of science. The statement categorization allows for the sound foundation of <span class="s1">STS</span> items, which is useful in educational assessment and science education research, and may also increase teachers’ self-confidence in the development of the <span class="s1">STS</span> curriculum for science classrooms.</p> |
| first_indexed | 2024-12-20T06:19:03Z |
| format | Article |
| id | doaj.art-09083cfaa14f41ab9f7bb3fedea85a34 |
| institution | Directory Open Access Journal |
| issn | 1607-4041 |
| language | English |
| last_indexed | 2024-12-20T06:19:03Z |
| publishDate | 2005-05-01 |
| publisher | Universidad Autónoma de Baja California |
| record_format | Article |
| series | Revista Electrónica de Investigación Educativa |
| spelling | doaj.art-09083cfaa14f41ab9f7bb3fedea85a342022-12-21T19:50:27ZengUniversidad Autónoma de Baja CaliforniaRevista Electrónica de Investigación Educativa1607-40412005-05-0171113Quantitative Analysis of Complex Multiple-Choice Items in Science Technology and Society: Item ScalingÁngel Vázquez Alonso0María Antonia Manassero Mas1José Antonio Acevedo Díaz2Facultad de Ciencias de la Educación Universidad de las Islas BalearesDepartamento de Psicología Universidad de las Islas BalearesInspección educativa Consejería de Educación de la Junta de Andalucía<p class="p1">The scarce attention to assessment and evaluation in science education research has been especially harmful for Science-Technology-Society (<span class="s1">STS</span>) education, due to the dialectic, tentative, value-laden, and controversial nature of most <span class="s1">STS</span> topics. To overcome the methodological pitfalls of the <span class="s1">STS</span> assessment instruments used in the past, an empirically developed instrument (<span class="s1">VOSTS</span>, Views on Science-Technology-Society) have been suggested. Some methodological proposals, namely the multiple response models and the computing of a global attitudinal index, were suggested to improve the item implementation. The final step of these methodological proposals requires the categorization of <span class="s1">STS</span> statements. This paper describes the process of categorization through a scaling procedure ruled by a panel of experts, acting as judges, according to the body of knowledge from history, epistemology, and sociology of science. The statement categorization allows for the sound foundation of <span class="s1">STS</span> items, which is useful in educational assessment and science education research, and may also increase teachers’ self-confidence in the development of the <span class="s1">STS</span> curriculum for science classrooms.</p>http://redie.uabc.mx/redie/article/view/116Ciencia, tecnología y sociedad (CTS)evaluacióncuestionario de opinionesescalamiento de ítems. |
| spellingShingle | Ángel Vázquez Alonso María Antonia Manassero Mas José Antonio Acevedo Díaz Quantitative Analysis of Complex Multiple-Choice Items in Science Technology and Society: Item Scaling Revista Electrónica de Investigación Educativa Ciencia, tecnología y sociedad (CTS) evaluación cuestionario de opiniones escalamiento de ítems. |
| title | Quantitative Analysis of Complex Multiple-Choice Items in Science Technology and Society: Item Scaling |
| title_full | Quantitative Analysis of Complex Multiple-Choice Items in Science Technology and Society: Item Scaling |
| title_fullStr | Quantitative Analysis of Complex Multiple-Choice Items in Science Technology and Society: Item Scaling |
| title_full_unstemmed | Quantitative Analysis of Complex Multiple-Choice Items in Science Technology and Society: Item Scaling |
| title_short | Quantitative Analysis of Complex Multiple-Choice Items in Science Technology and Society: Item Scaling |
| title_sort | quantitative analysis of complex multiple choice items in science technology and society item scaling |
| topic | Ciencia, tecnología y sociedad (CTS) evaluación cuestionario de opiniones escalamiento de ítems. |
| url | http://redie.uabc.mx/redie/article/view/116 |
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