Biologische Informationen aus unterschiedlichen Repräsentationen erschließen: Entwicklung und Überprüfung eines Testinstruments
Processing biological information from different representations: The development and assessment of a testing instrument
Contribution to collected edition/anthology › Research › Peer reviewed
Publication data
| By | Kathrin Klöpfel, Julia Schwanewedel, Jürgen Mayer |
| Original language | German |
| Published in | Dirk Krüger, Phillipp Schmiemann, Andrea Möller, Arne Dittmer, Jörg Zabel (Eds.), Erkenntnisweg Biologiedidaktik (vol. 12) |
| Pages | 27-42 |
| Editor (Publisher) | Freie Universität Berlin |
| DOI/Link | http://www.bcp.fu-berlin.de/biologie/arbeitsgruppen/didaktik/Erkenntnisweg/2013/Kloepfel.pdf?1393503758 , Kloepfel.pdf |
| Publication status | Published – 2013 |
The present paper outlines the conception and subsequent trial of a paper-pencil test designed to assess secondary school students’ abilities regarding one central (sub)capability of scientific communication competence: to process biological information from different representations. In order to properly engage in scientific communication, students have to identify relevant elements within biological texts and pictures, associate them with each other or integrate information of different representations. The task-based paper-pencil-test
consists of 95 items and was distributed in 9th and 10th grade (N = 328). The presented results focus particularly on aspects of model- and item-fit. In this test, 57 items (60 %) proved to be in accordance with the Rasch-model and adequate and effective to assess students’ competencies. Findings indicate that the empirical item-difficulty correlates with the theoretically attributed item-difficulty.
