The Interpretation of Student Performance on Evaluative Tests [electronic resource] / Glen S. Aikenhead.
Reported is a study on the use of quantitative data in evaluating a science course for the purpose of introducing an alternative form of information presentation capable of supplying qualitative feedback valuable to students, teachers, and curriculum developers. Fifty-five teachers, randomly selecte...
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1973.
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MARC
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| 099 | |f ERIC DOC # |a ED080313 | ||
| 100 | 1 | |a Aikenhead, Glen S. | |
| 245 | 1 | 4 | |a The Interpretation of Student Performance on Evaluative Tests |h [electronic resource] / |c Glen S. Aikenhead. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1973. | ||
| 300 | |a 19 p. | ||
| 500 | |a ERIC Document Number: ED080313. | ||
| 500 | |a ERIC Note: Paper presented at the annual meeting of the National Association for Research in Science Teaching (46th, Detroit, Michigan, March 1973). |5 ericd. | ||
| 520 | |a Reported is a study on the use of quantitative data in evaluating a science course for the purpose of introducing an alternative form of information presentation capable of supplying qualitative feedback valuable to students, teachers, and curriculum developers. Fifty-five teachers, randomly selected during the 1967-68 Project Physics (PP) experimental period, were classified as the PP trial, non-PP control, and PP experienced groups. Results of the pretest and posttest of the Test on Understanding Science and the Science Process Inventory taken by 1,188 randomly selected students, 921 in PP course and 267 in non-PP course, were used in this study. Quantitative t-test findings were considered as usable only in speculation of the nature of group differences. The McNemar chi square item analysis was introduced to identify areas of knowledge and specific ideas for which students showed a significant increase or decrease in understanding. The PP course was found superior to non-PP courses in four aspects: science tactics, value of science, instruction function of science, and science-society interaction. The increased specificity of qualitative analysis led to high-quality feedback. (CC) | ||
| 650 | 1 | 7 | |a Academic Achievement. |2 ericd. |
| 650 | 1 | 7 | |a Course Evaluation. |2 ericd. |
| 650 | 0 | 7 | |a Educational Research. |2 ericd. |
| 650 | 1 | 7 | |a Nonparametric Statistics. |2 ericd. |
| 650 | 1 | 7 | |a Physics. |2 ericd. |
| 650 | 0 | 7 | |a Science Education. |2 ericd. |
| 650 | 1 | 7 | |a Secondary School Science. |2 ericd. |
| 710 | 2 | |a Saskatchewan Univ., Saskatoon. Department of Curriculum Studies. | |
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