Assessment of Genetics Understanding: Under What Conditions Do Situational Features Have an Impact on Measures?

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  • Source:
    Science & Education, v26 n10 p1161-1191 Dec 2017. 31 pp.
  • Accession Number:
    http://dx.doi.org/10.1007/s11191-017-9925-z
  • Language:
    English
  • Publication Type:
    Journal Articles; Reports - Research
  • Additional Information
    • Author(s):
    • Availability:
      Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
    • Peer Reviewed:
      Y
    • ISSN:
      0926-7220
    • Subject Terms:
    • Subject Terms:
    • Abstract:
      Understanding how situational features of assessment tasks impact reasoning is important for many educational pursuits, notably the selection of curricular examples to illustrate phenomena, the design of formative and summative assessment items, and determination of whether instruction has fostered the development of abstract schemas divorced from particular instances. The goal of our study was to employ an experimental research design to quantify the degree to which situational features impact inferences about participants' understanding of Mendelian genetics. Two participant samples from different educational levels and cultural backgrounds (high school, n = 480; university, n = 444; Germany and USA) were used to test for context effects. A multi-matrix test design was employed, and item packets differing in situational features (e.g., plant, animal, human, fictitious) were randomly distributed to participants in the two samples. Rasch analyses of participant scores from both samples produced good item fit, person reliability, and item reliability and indicated that the university sample displayed stronger performance on the items compared to the high school sample. We found, surprisingly, that in both samples, no significant differences in performance occurred among the animal, plant, and human item contexts, or between the fictitious and "real" item contexts. In the university sample, we were also able to test for differences in performance between genders, among ethnic groups, and by prior biology coursework. None of these factors had a meaningful impact upon performance or context effects. Thus some, but not all, types of genetics problem solving or item formats are impacted by situational features.
    • Abstract:
      As Provided
    • Number of References:
      110
    • Sponsoring Agency:
      National Science Foundation (NSF)
    • Contract Number:
      1322872
    • Physical Description:
      31
    • Education Level:
      High Schools
    • Journal Code:
      APR2018
    • Publication Date:
      2018
    • Accession Number:
      EJ1165337
  • Citations
    • ABNT:
      SCHMIEMANN, P.; NEHM, R. H.; TORNABENE, R. E. Assessment of Genetics Understanding: Under What Conditions Do Situational Features Have an Impact on Measures? Science & Education, [s. l.], v. 26, n. 10, p. 1161–1191, 2017. Disponível em: . Acesso em: 20 out. 2019.
    • AMA:
      Schmiemann P, Nehm RH, Tornabene RE. Assessment of Genetics Understanding: Under What Conditions Do Situational Features Have an Impact on Measures? Science & Education. 2017;26(10):1161-1191. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1165337&custid=s8280428. Accessed October 20, 2019.
    • APA:
      Schmiemann, P., Nehm, R. H., & Tornabene, R. E. (2017). Assessment of Genetics Understanding: Under What Conditions Do Situational Features Have an Impact on Measures? Science & Education, 26(10), 1161–1191. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1165337&custid=s8280428
    • Chicago/Turabian: Author-Date:
      Schmiemann, Philipp, Ross H. Nehm, and Robyn E. Tornabene. 2017. “Assessment of Genetics Understanding: Under What Conditions Do Situational Features Have an Impact on Measures?” Science & Education 26 (10): 1161–91. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1165337&custid=s8280428.
    • Harvard:
      Schmiemann, P., Nehm, R. H. and Tornabene, R. E. (2017) ‘Assessment of Genetics Understanding: Under What Conditions Do Situational Features Have an Impact on Measures?’, Science & Education, 26(10), pp. 1161–1191. Available at: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1165337&custid=s8280428 (Accessed: 20 October 2019).
    • Harvard: Australian:
      Schmiemann, P, Nehm, RH & Tornabene, RE 2017, ‘Assessment of Genetics Understanding: Under What Conditions Do Situational Features Have an Impact on Measures?’, Science & Education, vol. 26, no. 10, pp. 1161–1191, viewed 20 October 2019, .
    • MLA:
      Schmiemann, Philipp, et al. “Assessment of Genetics Understanding: Under What Conditions Do Situational Features Have an Impact on Measures?” Science & Education, vol. 26, no. 10, Dec. 2017, pp. 1161–1191. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1165337&custid=s8280428.
    • Chicago/Turabian: Humanities:
      Schmiemann, Philipp, Ross H. Nehm, and Robyn E. Tornabene. “Assessment of Genetics Understanding: Under What Conditions Do Situational Features Have an Impact on Measures?” Science & Education 26, no. 10 (December 1, 2017): 1161–91. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1165337&custid=s8280428.
    • Vancouver/ICMJE:
      Schmiemann P, Nehm RH, Tornabene RE. Assessment of Genetics Understanding: Under What Conditions Do Situational Features Have an Impact on Measures? Science & Education [Internet]. 2017 Dec 1 [cited 2019 Oct 20];26(10):1161–91. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1165337&custid=s8280428