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Validation of a Multi-Year Carbon Cycle Learning Progression

Validation of a Multi-Year Carbon Cycle Learning Progression: A closer look at progress variables and processes 2009 NARST Written by: Lindsey Mohan, Jing Chen, Jinnie Choi , Yong-Sang Lee, Hamin Baek , & Charles W. Anderson (Michigan State University)

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Validation of a Multi-Year Carbon Cycle Learning Progression

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  1. Validation of a Multi-Year Carbon Cycle Learning Progression: A closer look at progress variables and processes 2009 NARST Written by: Lindsey Mohan, Jing Chen, JinnieChoi, Yong-Sang Lee, HaminBaek, & Charles W. Anderson (Michigan State University) Culturally relevant ecology, learning progressions and environmental literacy Long Term Ecological Research Math Science Partnership April 2009 Disclaimer: This research is supported by a grant from the National Science Foundation: Targeted Partnership: Culturally relevant ecology, learning progressions and environmental literacy (NSF-0832173). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

  2. Validation of a Multi-Year Carbon Cycle Learning Progression A closer look at progress variables and processes Lindsey Mohan, Jing Chen, JinnieChoi, Yong-Sang Lee, HaminBaek, & Charles W. Anderson Process Dimensions Framework and Research Questions • Processes: • Plant growth/photosynthesis • Animal digestion and growth • Weight loss & movement/cell respiration • Decay/Decomposition • Burning/Combustion • Cross Process Goal: share results from statistical and conceptual analyses aimed at understanding and improving the assessment instruments used in our learning progression work. R1:Are there patterns in the way students account for matter and energy? Do they tend to score the same, higher, or lower on one or the other dimension? R2: How consistent are students in terms of their accounts of processes? Are there patterns that indicate students understand some processes more or less than others? • Results: • In general, most processes correlated with one another indicating that students tended to score the same despite the process • Photosynthesis correlated higher with other processes, while cellular respiration had moderate correlations with other processes. Sample: 771 assessments (190 elementary, 288 middle, 294 high) 25 assessment items; 45 item scores Wright Map Trends Progress Variable Dimensions • Progress Variables: • Tracing matter: conservation of matter (atoms and mass). • Tracing energy: conservation of energy and energy degradation • Results: • High correlation between matter and energy progress variables indicating that a student scoring a particular level on one progress variable is likely to score similarly on the other. • Items R1, D1, B1, and D2 showed differences in difficulty for matter and energy depending on the level. Item Threshold Difficulties Latent Distribution of Persons • Results: • In general it was fairly easy for our sample of students to score level 2 • It was difficult to score level 3 and 4 for many of the items. Conclusions: Dimensions (progress variables and processes) need to be monitored as the assessments and framework are revised.

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