Describing the Development of the Assessment of Biological Reasoning (ABR)

Assessments of scientific reasoning that capture the intertwining aspects of conceptual, procedural and epistemic knowledge are often associated with intensive qualitative analyses of student responses to open-ended questions, work products, interviews, discourse and classroom observations. While su...

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Autores principales:	Jennifer Schellinger, Patrick J. Enderle, Kari Roberts, Sam Skrob-Martin, Danielle Rhemer, Sherry A. Southerland
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	scientific reasoning biological reasoning assessment three-tiered assessment Assessment of Biological Reasoning Education L
Acceso en línea:	https://doaj.org/article/bb98ed01edf24a4abdee3ad81a5fdf75
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spelling	oai:doaj.org-article:bb98ed01edf24a4abdee3ad81a5fdf752021-11-25T17:23:13ZDescribing the Development of the Assessment of Biological Reasoning (ABR)10.3390/educsci111106692227-7102https://doaj.org/article/bb98ed01edf24a4abdee3ad81a5fdf752021-10-01T00:00:00Zhttps://www.mdpi.com/2227-7102/11/11/669https://doaj.org/toc/2227-7102Assessments of scientific reasoning that capture the intertwining aspects of conceptual, procedural and epistemic knowledge are often associated with intensive qualitative analyses of student responses to open-ended questions, work products, interviews, discourse and classroom observations. While such analyses provide evaluations of students’ reasoning skills, they are not scalable. The purpose of this study is to develop a three-tiered multiple-choice assessment to measure students’ reasoning about biological phenomena and to understand the affordances and limitations of such an assessment. To validate the assessment and to understand what the assessment measures, qualitative and quantitative data were collected and analyzed, including read-aloud, focus group interviews and analysis of large sample data sets. These data served to validate our three-tiered assessment called the Assessment of Biological Reasoning (ABR) consisting of 10 question sets focused on core biological concepts. Further examination of our data suggests that students’ reasoning is intertwined in such a way that procedural and epistemic knowledge is reliant on and given meaning by conceptual knowledge, an idea that pushes against the conceptualization that the latter forms of knowledge construction are more broadly applicable across disciplines.Jennifer SchellingerPatrick J. EnderleKari RobertsSam Skrob-MartinDanielle RhemerSherry A. SoutherlandMDPI AGarticlescientific reasoningbiological reasoningassessmentthree-tiered assessmentAssessment of Biological ReasoningEducationLENEducation Sciences, Vol 11, Iss 669, p 669 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	scientific reasoning biological reasoning assessment three-tiered assessment Assessment of Biological Reasoning Education L
spellingShingle	scientific reasoning biological reasoning assessment three-tiered assessment Assessment of Biological Reasoning Education L Jennifer Schellinger Patrick J. Enderle Kari Roberts Sam Skrob-Martin Danielle Rhemer Sherry A. Southerland Describing the Development of the Assessment of Biological Reasoning (ABR)
description	Assessments of scientific reasoning that capture the intertwining aspects of conceptual, procedural and epistemic knowledge are often associated with intensive qualitative analyses of student responses to open-ended questions, work products, interviews, discourse and classroom observations. While such analyses provide evaluations of students’ reasoning skills, they are not scalable. The purpose of this study is to develop a three-tiered multiple-choice assessment to measure students’ reasoning about biological phenomena and to understand the affordances and limitations of such an assessment. To validate the assessment and to understand what the assessment measures, qualitative and quantitative data were collected and analyzed, including read-aloud, focus group interviews and analysis of large sample data sets. These data served to validate our three-tiered assessment called the Assessment of Biological Reasoning (ABR) consisting of 10 question sets focused on core biological concepts. Further examination of our data suggests that students’ reasoning is intertwined in such a way that procedural and epistemic knowledge is reliant on and given meaning by conceptual knowledge, an idea that pushes against the conceptualization that the latter forms of knowledge construction are more broadly applicable across disciplines.
format	article
author	Jennifer Schellinger Patrick J. Enderle Kari Roberts Sam Skrob-Martin Danielle Rhemer Sherry A. Southerland
author_facet	Jennifer Schellinger Patrick J. Enderle Kari Roberts Sam Skrob-Martin Danielle Rhemer Sherry A. Southerland
author_sort	Jennifer Schellinger
title	Describing the Development of the Assessment of Biological Reasoning (ABR)
title_short	Describing the Development of the Assessment of Biological Reasoning (ABR)
title_full	Describing the Development of the Assessment of Biological Reasoning (ABR)
title_fullStr	Describing the Development of the Assessment of Biological Reasoning (ABR)
title_full_unstemmed	Describing the Development of the Assessment of Biological Reasoning (ABR)
title_sort	describing the development of the assessment of biological reasoning (abr)
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/bb98ed01edf24a4abdee3ad81a5fdf75
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Describing the Development of the Assessment of Biological Reasoning (ABR)

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