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    Culturally Responsive Assessment of Physical Science Skills and Abilities: Development, Field Testing, Implementation, and Results

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    Name:
    Alfaiz et al Physical Science ...
    Size:
    2.871Mb
    Format:
    PDF
    Description:
    Final Accepted Manuscript
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    Author
    Alfaiz, Fahad S.
    Pease, Randy
    Maker, C. June
    Affiliation
    Univ Arizona, Dept Disabil & Psychoeduc Studies
    Issue Date
    2020-06-02
    Keywords
    STEM
    mechanical-technical
    performance-based assessment
    exceptional talent
    creative problem-solving
    physical sciences
    
    Metadata
    Show full item record
    Publisher
    SAGE Publications
    Citation
    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/10.1177/1932202X20920572
    Journal
    JOURNAL OF ADVANCED ACADEMICS
    Rights
    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
    1932-202X
    EISSN
    2162-9536
    DOI
    10.1177/1932202x20920572
    Version
    Final accepted manuscript
    Sponsors
    National Science Foundation
    ae974a485f413a2113503eed53cd6c53
    10.1177/1932202x20920572
    Scopus Count
    Collections
    UA Faculty Publications

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