Adaptation of STEM Competencies Assessment Framework for 4th-grade Level

Yıl 2024, , 201 - 225, 15.01.2024

Serkan Arıkan , Melek Pesen , Emine Erktin

https://doi.org/10.9779/pauefd.1249861

Cited By: 2

Öz

As observed in the studies encountered in the literature, when students' STEM competencies are evaluated, scores from large-scale mathematics and/or science tests are used instead of scores from interdisciplinary measurement tools specifically developed to measure STEM competencies. In order to develop an assessment tool to determine students' STEM competency scores, firstly, a STEM competencies assessment framework is needed because no assessment framework has been found to assess STEM competencies at the primary school level. For this reason, the current study aimed to adapt the STEM competencies assessment framework to the 4th-grade level, which was developed by Arıkan et al. (2022) and presented validity evidence at the 8th-grade level. In this context, the reliability and validity evidence of the scores obtained from a measurement tool on the assessment framework adapted to the 4th-grade level are presented. The assessment framework presented in the current study was prepared by considering the multidimensional and integrated structure of STEM competencies- science, technology, engineering, and mathematics. The factor structure was evaluated by confirmatory factor analysis using data collected from 4th-grade students. The items in the developed measurement tool were analyzed at the item level using Item Response Theory. The findings show that the adapted STEM assessment framework can be used for 4th graders.

Anahtar Kelimeler

STEM assessment framework, Non-routine problems, Confirmatory factor analysis, Item analysis

Proje Numarası

2218

STEM Yeterlikleri Değerlendirme Çerçevesinin 4. sınıf Düzeyi için Uyarlanması

Öz

Alan yazında karşılaşılan çalışmalarda görülmektedir ki öğrencilerin STEM yeterlikleri değerlendirilirken STEM yeterliklerini ölçmek amacı ile oluşturulmuş, disiplinler arası bir ölçme aracı ile elde edilen puanlar yerine, büyük ölçekli testlerden veya başka amaçlar için geliştirilmiş sınavlardan elde edilen matematik ve/veya fen puanları kullanılmaktadır. Öğrencilerin STEM yeterlik puanlarını belirlemek amacı ile bir ölçme aracı geliştirebilmek için öncelikle STEM yeterlikleri değerlendirme çerçevesine ihtiyaç duyulmaktadır. Özellikle ilkokul seviyesinde, STEM yeterliklerini değerlendirebilmek amacıyla kullanılabilecek bir değerlendirme çerçevesi bulunmamaktadır. Bu sebeple bu çalışmada, Arıkan ve diğerleri (2022) tarafından geliştirilmiş ve 8. sınıf düzeyinde geçerlik kanıtları sunulmuş olan STEM yeterlikleri değerlendirme çerçevesinin, 4. sınıf düzeyine uyarlanması amaçlanmıştır. Bu kapsamda, 4. sınıf düzeyine uyarlanan değerlendirme çerçevesi temel alınarak geliştirilen bir ölçme aracından elde edilen puanların güvenirlik ve geçerlik kanıtları sunulmuştur. Bu çalışmada ortaya konan değerlendirme çerçevesi, STEM yeterliklerinin çok boyutlu ve bütünleşik yapısı- fen, teknoloji, mühendislik ve matematik alanları- dikkate alınarak hazırlanmıştır. Ortaya konan faktör yapısı, 4. sınıf öğrencilerinden toplanan veriler kullanılarak doğrulayıcı faktör analizi ile değerlendirilmiştir. Geliştirilen ölçme aracında yer alan maddeler, madde tepki kuramı kullanılarak madde düzeyinde incelenmiştir. Bulgular, 8. sınıflar için geliştirilmiş olan STEM değerlendirme çerçevesinin 4. sınıflar için de kullanılabileceğini göstermektedir.

Anahtar Kelimeler

STEM değerlendirme çerçevesi, rutin olmayan problemler, doğrulayıcı faktör analizi, madde analizi

Destekleyen Kurum

TÜBİTAK

Proje Numarası

2218

Teşekkür

Bu çalışma TÜBİTAK 2218 programı kapsamında desteklenmiştir.

Kaynakça

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