Scientific Reasoning in Science Education: From Global Measures to Fine-Grained Descriptions of Students’ Competencies

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Abstract

In modern science- and technology-based societies, competencies that allow citizens to reason scientifically play a key role for science- and technology-based careers as well as for democratic co-determination (e [...]

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Beyond Dichotomies: Competence Viewed as a Continuum

Sigrid Blömeke, Jan-Eric Gustafsson, Richard J. Shavelson (2015)

In this paper, the state of research on the assessment of competencies in higher education is reviewed. Fundamental conceptual and methodological issues are clarified by showing that current controversies are built on misleading dichotomies. By systematically sketching conceptual controversies, competing competence definitions are unpacked (analytic/trait vs. holistic/real-world performance) and commonplaces are identified. Disagreements are also highlighted. Similarly, competing statistical approaches to assessing competencies, namely item-response theory (latent trait) versus generalizability theory (sampling error variance), are unpacked. The resulting framework moves beyond dichotomies and shows how the different approaches complement each other. Competence is viewed along a continuum from traits that underlie perception, interpretation, and decision-making skills, which in turn give rise to observed behavior in real-world situations. Statistical approaches are also viewed along a continuum from linear to nonlinear models that serve different purposes. Item response theory (IRT) models may be used for scaling item responses and modeling structural relations, and generalizability theory (GT) models pinpoint sources of measurement error variance, thereby enabling the design of reliable measurements. The proposed framework suggests multiple new research studies and may serve as a “grand” structural model.

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Dual Space Search During Scientific Reasoning

David Klahr, Kevin Dunbar (1988)

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Epistemologies in practice: Making scientific practices meaningful for students

Brian J. Reiser, Abraham Lo, Lisa Kenyon … (2016)

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Author and article information

Contributors

Moritz Krell: (View ORCID Profile)

Andreas Vorholzer: (View ORCID Profile)

Andreas Nehring: (View ORCID Profile)

Journal

Title: Education Sciences

Abbreviated Title: Education Sciences

Publisher: MDPI AG

ISSN (Electronic): 2227-7102

Publication date Created: February 2022

Publication date (Electronic): January 30 2022

Volume: 12

Issue: 2

Page: 97

Article

DOI: 10.3390/educsci12020097

SO-VID: a1f543e6-4fda-4888-89fe-8b0916f1465c

License:

https://creativecommons.org/licenses/by/4.0/

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