Medicine and Health Sciences Commons^™

Measuring Claim-Evidence-Reasoning Using Scenario-Based Assessments Grounded In Real-World Issues, William L. Romine, Amy Lannin, Ankita Agarwal, Maha Kareem, Emily Burwell

Biological Sciences Faculty Publications

Improving students’ use of argumentation is front and center in the increasing emphasis on scientific practice in K-12 Science and STEM programs. We explore the construct validity of scenario-based assessments of claim-evidence-reasoning (CER) and the structure of the CER construct with respect to a learning progression framework. We also seek to understand how middle school students progress. Establishing the purpose of an argument is a competency that a majority of middle school students meet, whereas quantitative reasoning is the most difficult, and the Rasch model indicates that the competencies form a unidimensional hierarchy of skills. We also find no evidence …