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A study of errors made on science tests.

Shook, Linda Jean Keyes.

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A study of errors made on science tests.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A study of errors made on science tests./
作者:	Shook, Linda Jean Keyes.
面頁冊數:	169 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-03, Section: A, page: 0848.
Contained By:	Dissertation Abstracts International64-03A.
標題:	Education, Sciences. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3084811

A study of errors made on science tests.
Shook, Linda Jean Keyes.

A study of errors made on science tests. - 169 p.

Source: Dissertation Abstracts International, Volume: 64-03, Section: A, page: 0848.

Thesis (Ph.D.)--University of South Carolina, 2003.

This study investigated differences in the kinds of errors made on science tests by students of different gender and ethnic groups, and changes of these errors between grade six and grade eight. Errors were classified into three categories: mastery, visual interpretation, and errors caused by misconceptions. Each category was further divided into subcategories. The study utilized data from the sixth and eighth grade science tests of the South Carolina Basic Skills Assessment Program (BSAP). Data were analyzed using a two-factor analysis of covariance (ANCOVA) and logistic regression procedures. It was found that White students did better than African American students in the mastery error category and in misconception errors. In the visual interpretation error category, African American and female students did better at the sixth grade level, but the advantage changed to White and male students at the eighth grade. It was stipulated that science instruction might benefit from teachers knowing the kinds of errors made by students on a standardized test.Subjects--Topical Terms:

1017897
Education, Sciences.

A study of errors made on science tests.
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520 $a This study investigated differences in the kinds of errors made on science tests by students of different gender and ethnic groups, and changes of these errors between grade six and grade eight. Errors were classified into three categories: mastery, visual interpretation, and errors caused by misconceptions. Each category was further divided into subcategories. The study utilized data from the sixth and eighth grade science tests of the South Carolina Basic Skills Assessment Program (BSAP). Data were analyzed using a two-factor analysis of covariance (ANCOVA) and logistic regression procedures. It was found that White students did better than African American students in the mastery error category and in misconception errors. In the visual interpretation error category, African American and female students did better at the sixth grade level, but the advantage changed to White and male students at the eighth grade. It was stipulated that science instruction might benefit from teachers knowing the kinds of errors made by students on a standardized test.
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