All Outputs (2)

Conceptualizing the Science Curriculum: 40 Years of Developing Assessment Frameworks in Three Large-Scale Assessments (2013)
Journal Article
Kind, P. (2013). Conceptualizing the Science Curriculum: 40 Years of Developing Assessment Frameworks in Three Large-Scale Assessments. Science Education, 97(5), 671-694. https://doi.org/10.1002/sce.21070

The paper analyzes conceptualizations in the science frameworks in three large-scale assessments, Trends in Mathematics and Science Study (TIMSS), Programme for International Student Assessment (PISA), and National Assessment of Educational Progress... Read More about Conceptualizing the Science Curriculum: 40 Years of Developing Assessment Frameworks in Three Large-Scale Assessments.

Establishing Assessment Scales Using a Novel Disciplinary Rationale for Scientific Reasoning (2013)
Journal Article
Kind, P. (2013). Establishing Assessment Scales Using a Novel Disciplinary Rationale for Scientific Reasoning. Journal of Research in Science Teaching, 50(5), 530-560. https://doi.org/10.1002/tea.21086

The article argues that science assessment should change from an item-driven to a construct-driven practice and pay more attention to disciplinary scientific reasoning. It investigates assessment scales developed from a novel theoretical rationale, d... Read More about Establishing Assessment Scales Using a Novel Disciplinary Rationale for Scientific Reasoning.