Response Process Validity Studies of the Scale Literacy Skills Test

• Jaclyn M. Trate ^[1] ; Victoria Fisher ^[1] ; Anja Blecking ^[1] ; Peter Geissinger ^[2] ; Kristen L. Murphy ^[1]
  1. [1] University of Wisconsin–Milwaukee

     University of Wisconsin–Milwaukee

     City of Milwaukee, Estados Unidos

     
  2. [2] Eastern Oregon University

     Eastern Oregon University

     Estados Unidos

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 96, Nº 7, 2019, págs. 1351-1358
• Idioma: inglés
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• Resumen

  • Assessment and evaluation tools and instruments are developed to measure many things from content knowledge to misconceptions to student affect. The standard validation processes for these are regularly conducted and provide strong evidence for the validity of the measurements that are made. As part of the suite of validation tools available to researchers and practitioners, response process validity studies are an important component for the development and study of multiple-choice or forced-response items. An assessment was developed to measure the scale literacy skills of students in General Chemistry. The initial validation of this instrument was reported earlier, with the response process validity work now presented here to complement the previous study. In addition to the validity work with students in General Chemistry, an additional study was conducted with students in Anatomy and Physiology, as part of the validation studies as the assessment was moved into this new discipline. The process used, threats identified, and implications of these identified threats are reported.