A Rasch Analysis of Item Quality of the Chemical Literacy Assessment for Investigating Student’s Chemical Literacy on Chemical Rate Concepts
Assessment is a topic that continues to be developed in science education research. Assessment evaluates not only students' cognitive abilities but also their thinking skills. Therefore, in this study, an assessment that could measure students' chemical literacy was developed. Chemic...
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| Autores principales: | , , , |
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| Formato: | article |
| Lenguaje: | EN |
| Publicado: |
RU Publications
2021
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/8dff33723c714e7aab4461ad356af7f0 |
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| Sumario: | Assessment is a topic that continues to be developed in science education research. Assessment evaluates not only students' cognitive abilities but also their thinking skills. Therefore, in this study, an assessment that could measure students' chemical literacy was developed. Chemical literacy is a thinking skill that students must develop as part of their chemistry learning. The goal of this study was to assess item' quality, as well as student’ chemical literacy on the concept of chemical rate. The Rasch model was employed to analyze the data in this study. The results of this study depict that the developed assessment had sufficient reliability and validity to be used to assess students' chemical literacy. Furthermore, the analysis of the students’ responses to the items revealed that many students did not understand or were unaware of the context presented. These findings suggest that students' chemical literacy in the material for the reaction rate is still lacking and needs to be improved. As a result, the teacher's role in assisting students in improving their chemical literacy through chemistry learning is critical. |
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