A Study On The Assessment Of The Ability Of Junior School Students To Use Scientific Evidence

Science literacy includes many aspects.Students can correctly use scientific evidence to solve scientific problems is one of the important capabilities of scientific literacy.An in-depth understanding of students’,ability to use scientific evidence can provide a basis for the development of this ability and contribute to the improvement of students1 scientific literacy.At present,there is no complete evaluation tool for using scientific evidence.Therefore,based on the theory of evidence theory,the author combines the current domestic and international evaluation of the use of scientific evidence,trying to construct an evaluation tool that can measure junior high school students5 ability to use scientific evidence.This study mainly includes the preparation of measurement standards and tool development.The establishment of the measurement standard through the literature review of the relevant capabilities of assessment data,analysis of China’s curriculum standards on the use of scientific evidence requirements,guided by evidence theory,to determine the use of scientific evidence,the ability to measure standards,including the construction of the evaluation of theoretical models and indicators system.The research and development of tools is mainly based on the preparation of measurement standards to develop corresponding evaluation tools,including project preparation,testing and analysis,and tool reliability and validity evaluation.The process of this study is to analyze and modify the reliability and validity of the assessment tools through the initial measurement of eighth-grade students of a certain school,using classical measurement theory,Project response theory,and exploratory factor analysis,and then measure again.The eighth-grade students of the school have obtained 199 effective volumes.Based on the test results,the indicators such as the reliability and validity of the tests are analyzed.The results are as follows:1.This study constructs a model of junior high school students’ ability to use scientific evidence.It consists of three dimensions,namely,reviewing relevant evidence,analyzing related evidence,and applying relevant evidence.2.According to the evaluation framework,a set of evaluation tools for paper and pen tests was developed,a total of 57 questions.Based on the analysis of the project response theory,the a-value and b-value of all the topics of the tool are in a reasonable range of values,and most of the questions of the test meet the requirements of the information value.3.The overall reliability(0.892)and content validity(0.86)of the test were high.The maximum value of the information function of the test was 18,and the structure of the three dimensions was good.The evaluation ofjunior high school students’ ability to use scientific evidence was more reliable.Using the factor analysis,the total variance interpretation of the assessment tool reached 72.38%,which has a certain effect on the measurement of this capability.Based on the above research results,the quality indicators of the measurement tool meet the requirements and can better measure junior high school students’ ability to use scientific evidence.