Abstrakt
In the process of analyzing students’ explanations and predictions for interaction between brightness enhancement film and beam of white light, a need for objective and reliable assessment instrumentarose. Consequently, we developed a codingscheme that was mostly inspired by the rubrics for self-assessment of scientific abilities. In the paper we present the grading categories that were integrated in the coding scheme, and descriptions of criteria used for evaluation of students work. We report the results of reliability analysis of new assessment tool and present some examples of its application.Reference
Duschl, R.A., Schweingruber, H. A. & Shouse, A.W. (2007). Taking science to school:
Learning and teaching science in grades K-8. Washington, DC: National Academies
Press.
Etkina, E., Van Heuvelen, A., White-Brahmia, S., Brookes, D. T., Gentile, M.,
Murthy, S., Rosengrant, D. & Warren, A. (2006). Scientific abilities and their
assessment. Phys. Rev. Spec. Top., 2, 020103.
Etkina, E., Karelina, A. & Ruibal-Villasenor, M. (2008). How long does it take? A study
of student acquisition of scientific abilities. Phys. Rev. Spec. Top., 4, 020108.
Etkina, E., Karelina, A., Murthy, S. & Ruibal-Villasenor, M. (2009). Using action
research to improve learning and formative assessment to conduct research. Phys. Rev.
Spec Top., 5, 010109.
Giere, R. N. (1997). Understanding scientific reasoning. 4th edition. Orlando: Harcourt
Brace College Publishers.
GojkoËsek, M., Sliško, J. & Planinšič, G. (2013). Do learning activities improve students’
ability to construct explanatory models with a prism foil problem? CEPS Journal, 3(3),
–28. Available at http://www.cepsj.si/pdfs/cepsj 3 3/cepsj pp 9-28 Gojkosek.pdf
Planinšič, G. & Gojkošek, M. (2011). Prism foil from an LCD monitor as a tool for
teaching introductory optics. Eur. J. Phys., 32(2), 601–613.