Exploring Students’ Scientific Competency Performance on PISA Paper-Based Assessment and Computer-Based Assessment

Book chapter

Ya-Chun Chen, Zuway-R Hong and Huann-shyang Lin. (2020). Exploring Students’ Scientific Competency Performance on PISA Paper-Based Assessment and Computer-Based Assessment. In In Len Unsworth (Ed.). Learning from Animations in Science Education pp. 279-300 Springer Nature. https://doi.org/10.1007/978-3-030-56047-8_12
AuthorsYa-Chun Chen, Zuway-R Hong and Huann-shyang Lin
EditorsLen Unsworth
Abstract

With the use of PISA test items, this chapter explores how similar background students’ scientific competency performance differed on paper-based and computer-based assessments. A nationally representative sample of 15-year-old Taiwan students (N = 3288) from the PISA 2015 Field Trial test were selected to participate in the study. In addition to the PISA standard contextualized units, which consisted of static materials including text, graphs, and tables, interactive units including animations and simulations were used in the competency assessment. Three groups of students answered static trend items with a paper-based assessment, static trend items with a computer-based assessment, and new interactive animation and simulation items with a computer-based assessment. The results of their performance were analysed and are discussed as well as the role of information and communication technology familiarity in scientific competency. Finally, the implications of animation and simulation in the learning and assessment of scientific competency are discussed.

Keywordsscientific literacy; computer-based assessment; science competency; PISA
Page range279-300
Year2020
Book titleLearning from Animations in Science Education
PublisherSpringer Nature
Place of publicationSwitzerland
ISBN9783030560461
Digital Object Identifier (DOI)https://doi.org/10.1007/978-3-030-56047-8_12
Publisher's version
File Access Level
Controlled
Publication process dates
Deposited18 May 2021
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