Investigating the Function of Content and Argumentation Items in a Science Test: A Multidimensional Approach

Area of Science:

• Educational Measurement
• Physics Education
• Science Education Assessment

Background:

• The national science framework emphasizes assessments for both content knowledge and scientific practices.
• There is a need for assessments that evaluate students' understanding of scientific concepts and their ability to construct arguments.

Purpose of the Study:

• To investigate the function of content and argumentation items within a multidimensional measurement framework.
• To analyze the dimensionality of a new science assessment measuring physics content and argumentation competency.
• To examine potential item bias related to English literacy using differential item functioning analysis.

Main Methods:

• Developed a science assessment with physics content items and argumentation items for eighth-grade students.
• Performed dimensionality analysis to assess the relationship between content and argumentation items.
• Conducted differential item functioning (DIF) analysis within a multidimensional framework to detect item bias.

Main Results:

• Dimensionality analysis results will indicate if the assessment items align with the intended multidimensional structure.
• Differential item functioning analysis will identify any items that may unfairly advantage students with advanced English literacy.

Conclusions:

• The study's findings will inform the validation of assessments measuring complex scientific abilities.
• Results can guide the development of more equitable and effective science assessments.