Item Arrangement as a Strategy for Enhancing Quality in Assessment in Science Education

Comfort U. Akpabio, H. Nenty
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Abstract

ABSTRACT Performance in a series of real-life tasks tends to be maximized if such tasks are presented in some order from the least- to the most-demanding given the ability being tasked. Such arrangement enhances ease and objectivity at estimating the amount of ability expended to overcome a task, as well as the minimum level of ability demanded by each task before it could be overcomed without much extraneous influence from anxiety, demotivation, and waste of precious time by the person undertaking the task. In testing, it also makes it less difficult to determine the probability that an answer to a test item is guessed or copied during examination, or results from carelessness during examinee-by-item interaction. To test three hypotheses related to these views, performance and item data generated by administering 3 forms of a validated chemistry test, each with different item arrangements, to 461 randomly sampled senior secondary three (SS3) students from Akwa Ibom State in Nigeria were analysed using repeated measure and one-way ANOVA. It was found that item position in a test has significant influence on several person and item characteristics and hence influences the quality of assessment instruments. Based on these findings appropriate recommendations were made in an attempt to contribute solutions to this problem and to enhance adaptability of our testing procedures to practices supported by modern test theories.
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项目安排:提高科学教育评估质量的策略
在一系列现实生活中的任务中,如果这些任务按照从要求最低到要求最高的顺序呈现,那么这些任务的表现往往会最大化。这样的安排在评估完成一项任务所需的能力时,提高了便利性和客观性,同时也提高了完成每项任务所需的最低能力水平,从而避免了承担这项任务的人因焦虑、丧失动力和浪费宝贵时间而产生的太多外来影响。在测试中,它也降低了确定测试项目的答案在考试过程中被猜测或复制的可能性,或者在考生与项目之间的交互过程中粗心大意的结果的难度。为了验证与这些观点相关的三个假设,通过对尼日利亚阿克瓦伊博姆州随机抽样的461名高中三年级学生进行三种形式的有效化学测试(每种测试都有不同的项目安排)产生的表现和项目数据,使用重复测量和单向方差分析进行了分析。研究发现,在一个测试中,项目位置对几个人和项目特征有显著影响,从而影响评估工具的质量。基于这些发现,提出了适当的建议,试图为解决这一问题做出贡献,并提高我们的测试程序对现代测试理论支持的实践的适应性。
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