View in EDS

Validating a Claim-Evidence-Science Idea-Reasoning (CESR) Framework for Use in NGSS Assessment Tasks

Saved in:
Bibliographic Details
Title: Validating a Claim-Evidence-Science Idea-Reasoning (CESR) Framework for Use in NGSS Assessment Tasks
Language: English
Authors: Hardcastle, Joseph M., Herrmann Abell, Cari F. (ORCID 0000-0002-6334-7154), DeBoer, George E.
Source: Grantee Submission. 2021Paper presented at the NARST Virtual Annual Conference (Online, 2021).
Peer Reviewed: Y
Page Count: 12
Publication Date: 2021
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A180512
Document Type: Reports - Research
Speeches/Meeting Papers
Education Level: Elementary Secondary Education
Descriptors: Academic Standards, Energy, Scientific Concepts, Persuasive Discourse, Science Process Skills, Logical Thinking, Test Items, Scoring Rubrics, Validity, Reliability, Item Response Theory, Difficulty Level, Alignment (Education), Elementary Secondary Education
Abstract: We developed assessment tasks aligned to the Next Generation Science Standards (NGSS) that require students to use argumentation and explanation practices along with disciplinary core ideas and crosscutting concepts to make sense of energy-related phenomena. Scoring rubrics were created to evaluate students' ability to make accurate claims, cite evidence, use relevant science ideas, and combine those elements to formulate well-reasoned arguments and explanations. We present an analysis of data to investigate the validity and reliability of our rubrics. Due to school closures caused by the COVID-19 pandemic, data were collected using Amazon Mechanical Turk (MTurk). The MTurk data were scored by two researchers to evaluate the inter-rater reliability. Data were then analyzed using Rasch modeling. Results show that rubric categories associated with stating claims, citing evidence, applying science ideas, and formulating coherent, well-reasoned arguments and explanations fit well to the Rasch model, and that rubric categories followed a hierarchy of difficulty. In this hierarchy, applying science ideas and formulating well-reasoned statements were more difficult than citing evidence, which were all more difficult than stating a claim. The ability to locate a student along this hierarchy allows for our tasks to be used to better understand a student's ability to write arguments and explanations of energy-related phenomena.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2021
Accession Number: ED612227
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED612227
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED612227
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Validating a Claim-Evidence-Science Idea-Reasoning (CESR) Framework for Use in NGSS Assessment Tasks
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Hardcastle%2C+Joseph+M%2E%22">Hardcastle, Joseph M.</searchLink><br /><searchLink fieldCode="AR" term="%22Herrmann+Abell%2C+Cari+F%2E%22">Herrmann Abell, Cari F.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6334-7154">0000-0002-6334-7154</externalLink>)<br /><searchLink fieldCode="AR" term="%22DeBoer%2C+George+E%2E%22">DeBoer, George E.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2021Paper presented at the NARST Virtual Annual Conference (Online, 2021).
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 12
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2021
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Institute of Education Sciences (ED)
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: R305A180512
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research<br />Speeches/Meeting Papers
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Academic+Standards%22">Academic Standards</searchLink><br /><searchLink fieldCode="DE" term="%22Energy%22">Energy</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Concepts%22">Scientific Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Persuasive+Discourse%22">Persuasive Discourse</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Process+Skills%22">Science Process Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Logical+Thinking%22">Logical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Items%22">Test Items</searchLink><br /><searchLink fieldCode="DE" term="%22Scoring+Rubrics%22">Scoring Rubrics</searchLink><br /><searchLink fieldCode="DE" term="%22Validity%22">Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Reliability%22">Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Item+Response+Theory%22">Item Response Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Alignment+%28Education%29%22">Alignment (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: We developed assessment tasks aligned to the Next Generation Science Standards (NGSS) that require students to use argumentation and explanation practices along with disciplinary core ideas and crosscutting concepts to make sense of energy-related phenomena. Scoring rubrics were created to evaluate students' ability to make accurate claims, cite evidence, use relevant science ideas, and combine those elements to formulate well-reasoned arguments and explanations. We present an analysis of data to investigate the validity and reliability of our rubrics. Due to school closures caused by the COVID-19 pandemic, data were collected using Amazon Mechanical Turk (MTurk). The MTurk data were scored by two researchers to evaluate the inter-rater reliability. Data were then analyzed using Rasch modeling. Results show that rubric categories associated with stating claims, citing evidence, applying science ideas, and formulating coherent, well-reasoned arguments and explanations fit well to the Rasch model, and that rubric categories followed a hierarchy of difficulty. In this hierarchy, applying science ideas and formulating well-reasoned statements were more difficult than citing evidence, which were all more difficult than stating a claim. The ability to locate a student along this hierarchy allows for our tasks to be used to better understand a student's ability to write arguments and explanations of energy-related phenomena.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: CodeSource
  Label: IES Funded
  Group: SrcInfo
  Data: Yes
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2021
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED612227
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED612227
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
    Subjects:
      – SubjectFull: Academic Standards
        Type: general
      – SubjectFull: Energy
        Type: general
      – SubjectFull: Scientific Concepts
        Type: general
      – SubjectFull: Persuasive Discourse
        Type: general
      – SubjectFull: Science Process Skills
        Type: general
      – SubjectFull: Logical Thinking
        Type: general
      – SubjectFull: Test Items
        Type: general
      – SubjectFull: Scoring Rubrics
        Type: general
      – SubjectFull: Validity
        Type: general
      – SubjectFull: Reliability
        Type: general
      – SubjectFull: Item Response Theory
        Type: general
      – SubjectFull: Difficulty Level
        Type: general
      – SubjectFull: Alignment (Education)
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
    Titles:
      – TitleFull: Validating a Claim-Evidence-Science Idea-Reasoning (CESR) Framework for Use in NGSS Assessment Tasks
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Hardcastle, Joseph M.
      – PersonEntity:
          Name:
            NameFull: Herrmann Abell, Cari F.
      – PersonEntity:
          Name:
            NameFull: DeBoer, George E.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2021
          Titles:
            – TitleFull: Grantee Submission
              Type: main
ResultId 1