The Study On Assessment Program Of Students’ Scientific Core Ideas

Recent years, Growing importance was posed on the scientific literacy of our citizens nowadays. Acquiring certain scientific knowledge and commanding technology related to science will generate profound significance on the individual level of personal life, social life and professional life, national level of economic and social development and the global level t of he world’s issues breakthrough.The core ideas in the field of science discipline are the foundation of students to develop advanced scientific competency. On perspective of learning progression, the design of core ideas assessment is possessing very strong practical significance. This Thesis determines the assessment program of students’scientific core ideas supported by ICT tecnolegy and hand-on tasks.Firstly, PISA and AAAS assessment are served as the objects of comparative study with assessment program of students’scientific core ideas. Through the multidimensional comparison with PISA and AAAS assessment, explore the theory model and the new trend of international Science literacy assessments. Secondly, purpose of the study is to investigate, using the design of the core ideas of "energy and environment" science assessment scheme based on the frequently use of computer interactions and hand-on tasks, students’ core idea assessment in the field of science is feasible, rational and scientific. The corresponding testees of new assessment in this study were college students at the age of 18 to 20 students who has mastered scientific concepts and scientific abilities on a certain extent. The new assessment’s effective sample size is 82, including students from college of the second rank 54, students from 985 universities 28. Finally, correlation analysis of data collected from the"energy and environment" students’ science core concepts measured with the 2061 project AAAS energy topic assessment and PISA2006 sample questions of science results is used to verify the feasibility, rationality and scientificity of the new assessment. Overall results have justified the feasibility of the theory, the rationality of the design and implementation of scientificity in the assessment program of students’ scientific core ideas.