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Using process features to investigate scientific problem-solving in large-scale assessments.

Tao Gong1,2,3, Lan Shuai2, Yang Jiang2

  • 1School of Foreign Languages, Zhejiang University of Finance and Economics, Hangzhou, Zhejiang, China.

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Summary
This summary is machine-generated.

High-performing students show distinct temporal patterns in scientific inquiry tasks. Analyzing preparation and execution times reveals differences in fair and exhaustive tests, aiding performance improvement.

Keywords:
execution timeexhaustive testfair testpreparation timescientific problem solving

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Area of Science:

  • Educational Psychology
  • Cognitive Science
  • Science Education

Background:

  • Scientific inquiry tasks are crucial for assessing student understanding.
  • Large-scale online assessments require efficient methods for evaluating scientific problem-solving skills.
  • Understanding student process data offers insights into cognitive strategies.

Purpose of the Study:

  • To investigate associations between student performance and temporal process features in scientific inquiry tasks.
  • To differentiate high- and low-performing students based on preparation and execution times.
  • To enhance the evaluation of scientific problem-solving competence in online assessments.

Main Methods:

  • Analysis of process data from fair tests and exhaustive tests in the National Assessment of Educational Progress.
  • Identification of significant associations between item scores and temporal features (preparation time, execution time, mean execution time).

Main Results:

  • Temporal features significantly correlate with student performance.
  • High-performing students exhibit shorter mean execution times in both fair and exhaustive tests.
  • Execution time patterns differ: shorter in fair tests, longer in exhaustive tests for high performers compared to low performers.

Conclusions:

  • Process features, specifically temporal data, quantitatively differentiate student performance in scientific inquiry.
  • These findings provide a basis for improving online scientific inquiry assessments and pedagogical strategies.
  • The study contributes to a deeper understanding of scientific problem-solving processes and competence.