Abstract
The STEM Reasoning Abilities Assessment (SRAA) was developed to examine reasoning abilities in science, technology, engineering, and mathematics. The SRAA instrument was administered to 426 middle school and high school students following participation in an interdisciplinary STEM course. Rasch dichotomous model analyses and diagnostic steps were then described and applied. Gender differential item functioning (DIF) procedures were included within the measurement process. Gender DIF was identified and graphically illustrated across 15% of items, with distinctions found between middle school and high school groups. Diagnostic findings were discussed with respect to recommended item revisions, measurement of STEM reasoning, reducing gender bias, and increasing gender fairness. The steps described and demonstrated can be used to support future improvements to assessment and measurement of performances in STEM fields.
| Original language | American English |
|---|---|
| State | Published - May 28 2018 |
| Event | Association for Psychological Science (APS) Annual Meeting - San Francisco Duration: May 28 2018 → … |
Conference
| Conference | Association for Psychological Science (APS) Annual Meeting |
|---|---|
| Period | 05/28/18 → … |
Keywords
- Rasch model
- calibration
- differential item functioning
DC Disciplines
- Education
- Educational Methods
- Educational Psychology
- Science and Mathematics Education
- Junior High, Intermediate, Middle School Education and Teaching
- Secondary Education and Teaching