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Wang, Jing-Ru; Chen, Shin-Feng – International Journal of Science and Mathematics Education, 2016
This article reports on the development of an online dynamic approach for assessing and improving students' reading comprehension of science texts--the dynamic assessment for reading comprehension of science text (DARCST). The DARCST blended assessment and response-specific instruction into a holistic learning task for grades 5 and 6 students. The…
Descriptors: Computer Assisted Testing, Reading Comprehension, Science Instruction, Grade 5
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Lin, Sheau-Wen; Liu, Yu; Chen, Shin-Feng; Wang, Jing-Ru; Kao, Huey-Lien – International Journal of Science and Mathematics Education, 2016
The purpose of this study was to develop a computer-based measure of elementary students' science talk and to report students' benchmarks. The development procedure had three steps: defining the framework of the test, collecting and identifying key reference sets of science talk, and developing and verifying the science talk instrument. The…
Descriptors: Elementary School Science, Elementary School Students, Foreign Countries, Grade 4
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Lin, Sheau-Wen; Liu, Yu; Chen, Shin-Feng; Wang, Jing-Ru; Kao, Huey-Lien – International Journal of Science and Mathematics Education, 2015
The purpose of this study was to develop a computer-based assessment for elementary school students' listening comprehension of science talk within an inquiry-oriented environment. The development procedure had 3 steps: a literature review to define the framework of the test, collecting and identifying key constructs of science talk, and…
Descriptors: Listening Comprehension, Science Education, Computer Assisted Testing, Test Construction
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Wang, Jing-Ru; Chen, Shin-Feng; Tsay, Reuy-Fen; Chou, Ching-Ting; Lin, Sheau-Wen; Kao, Huey-Lien – International Journal of Science and Mathematics Education, 2012
This study reports on the process of developing a test to assess students' reading comprehension of scientific materials and on the statistical results of the verification study. A combination of classic test theory and item response theory approaches was used to analyze the assessment data from a verification study. Data analysis indicates the…
Descriptors: Reading Comprehension, Science Tests, Data Analysis, Item Response Theory
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Wang, Jing-Ru; Wang, Yuh-Chao; Tai, Hsin-Jung; Chen, Wen-Ju – International Journal of Science and Mathematics Education, 2010
This study examined the differential impacts of an inquiry-based instruction on conceptual changes across levels of prior knowledge and reading ability. The instrument emphasized four simultaneously important components: conceptual knowledge, reading ability, attitude toward science, and learning environment. Although the learning patterns and…
Descriptors: Prior Learning, Scientific Concepts, Reading Ability, Language Proficiency