FEasibility oF a sEt oF rubriCs as sElF-Evaluation instrumEnt For prE-univErsity stuDEnts

Knowledge about accuracy, reliability and validity by pre-university students and science teachers (Chapter 2) CoE model 82 coe 47 relevant for evaluation arV in inquiries Conclusion 23 coe items relevant for evaluation arV in inquiry by novices Feasibility of revised instrument as self-evaluation instrument for pre-university students (Chapter 4) teaching-learning process to fulfil functions of revised self-evaluation instrument (Chapter 5) effectiveness of using the revised instrument by pre-university students: learning outcomes (Chapter 6) Feasibility of a set of rubrics as self-evaluation instrument for pre-university students 51 Feasibility oF a set oF rubrics as selF-eValuation instrument For pre-uniVersity students this study aimed at identifying design characteristics for a set of rubrics that is feasible for pre-university science students in learning how to evaluate the accuracy , reliability and validity (arV) of inquiries that they conduct. Four hypothetical design characteristics: the content, the extent of complexity, the extent of detail and the extent of general application, were identified from the literature. these characteristics were used to design a set of 19 rubrics, based on 23 items from the concepts of evidence (coe) model (see chapter 2) and the structure of observed learning outcomes (solo) taxonomy. to determine the feasibility of the designed set, 24 pre-university students and two teachers from one school enacted the 19 rubrics in class in three successive science inquiry units. data were obtained from written documents, questionnaires and interviews. First, it is concluded that the set of rubrics was used as intended by the students and the teachers. second, 12 of the 19 rubrics were feasible for the students to self-evaluate the arV in inquiries that they conducted. third, it appeared that novices should evaluate their inquiry plan and the completed inquiry as the two major parts of a self-evaluation of arV in an inquiry. moreover, the large number of rubrics hindered the students from developing a 'helicopter' view. reflection on these findings led to the adoption of 21 items of the coe model that seemed to be important for self-evaluation. When these 21 items were related to the two major parts for novices in a self-evaluation of arV in an inquiry, it appeared that 13 coe items needed to be worked out in rubrics. moreover, to cover all items two extra tools should be designed: a holistic arV card and an easy-to-use checklist. Fourth, the description of the benchmark samples required one topic instead of various topics. …