Culturally Responsive Assessment of Physical Science Skills and Abilities: Development, Field Testing, Implementation, and Results
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Alfaiz et al Physical Science ...
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Final Accepted Manuscript
Affiliation
Univ Arizona, Dept Disabil & Psychoeduc StudiesIssue Date
2020-06-02Keywords
STEMmechanical-technical
performance-based assessment
exceptional talent
creative problem-solving
physical sciences
Metadata
Show full item recordPublisher
SAGE PublicationsCitation
Alfaiz, F. S., Pease, R., & Maker, C. J. (2020). Culturally Responsive Assessment of Physical Science Skills and Abilities: Development, Field Testing, Implementation, and Results. Journal of Advanced Academics, 31(3), 298–328. https://doi.org/10.1177/1932202X20920572Journal
JOURNAL OF ADVANCED ACADEMICSRights
Copyright © The Author(s) 2020.Collection Information
This item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at repository@u.library.arizona.edu.Abstract
During the Cultivating Diverse Talent in STEM (CDTIS) Project, a team of scientists, teachers, and a researcher developed a performance-based assessment of high school students' creative problem-solving skills and ability to apply physical science principles in practical ways. It was one of six measures to identify exceptionally talented students. Students identified using conventional methods (M1), with an average grade point average (GPA) of 3.93, had an average rating of 2.95 on a 5-point scale on the mechanical-technical assessment. The M2 students, who were from schools with high percentages of Hispanic, American Indian, and low socioeconomic status (SES) students, had an average GPA of 3.07 and an average rating of 3.27, demonstrating that this assessment can be an important way to change the cultural and economic balance of students identified as exceptionally talented in Science, Technology, Engineering, and Mathematics (STEM). Other researchers are encouraged to examine the validity of the mechanical-technical assessment to identify exceptionally talented students in different groups.ISSN
1932-202XEISSN
2162-9536Version
Final accepted manuscriptSponsors
National Science Foundationae974a485f413a2113503eed53cd6c53
10.1177/1932202x20920572