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Content and construct validities analysis of biology assessments instruments

The aim of this work was to analyze the validity of three classroom assessment instruments of the subject of biology a third grade of high school class in a private school in São Paulo, through an analysis of the content and construct validities. The content validity included the psychometric analys...

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Autor principal: Coppi, Marcelo Alves
Formato: Artigo
Idioma: Português
Publicado em: Universidade Tecnológica Federal do Paraná (UTFPR) 2021
Acesso em linha: http://periodicos.utfpr.edu.br/actio/article/view/13715
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spelling peri-article-137152022-10-18T23:38:25Z Content and construct validities analysis of biology assessments instruments Análise das validades de conteúdo e de construto de instrumentos de avaliação de biologia Coppi, Marcelo Alves Ensino de Ciências; Avaliação; Ensino Médio; Validade de testes; Avaliação de testes; Instrumentos de avaliação; validade de conteúdo; Validade de construto Test validity; Test evaluation; Assessment tools; Content Validity; Construct validity The aim of this work was to analyze the validity of three classroom assessment instruments of the subject of biology a third grade of high school class in a private school in São Paulo, through an analysis of the content and construct validities. The content validity included the psychometric analysis of the parameters of difficulty, discrimination and random matching of the items, which were conceived and processed by the Item Response Theory (IRT). The construct validity was achieved through the verification of internal consistency, through the KR coefficient (α20), and the information function of the IRT. The results of the content validation showed that the items of the three classroom assessment instruments showed levels of discrimination between the moderate and high levels, considered as adequate, and levels of difficulty close to 50%, classified as appropriate for the latent skills of the students in the class analyzed. All items of the three assessment instruments were within the standard values of the random matching index. In the case of the construct validation, the three assessments were at the satisfactory level of construct validity and, therefore, in general, all assessments were considered valid. O objetivo deste trabalho consistiu em analisar a validade de três instrumentos de avaliação da disciplina de biologia de uma turma da terceira série do ensino médio de um colégio particular de São Paulo, mediante a análise das validades de conteúdo e de construto. A validade de conteúdo compreendeu a verificação psicométrica dos parâmetros de dificuldade, de discriminação e de acerto ao acaso dos itens, os quais foram concebidos e tratados pela Teoria de Resposta ao Item (TRI). A validade de construto se deu por meio da averiguação da consistência interna, através do coeficiente KR (α20), e da função de informação da TRI. Os resultados da validação de conteúdo evidenciaram que os itens dos três instrumentos de avaliação apresentaram níveis de discriminação situados entre os níveis moderado e alto, considerados como adequados, e níveis de dificuldade próximos a 50%, classificados como apropriados para as habilidades dos alunos da turma analisada. Todos os itens dos três instrumentos de avaliação se enquadraram dentro dos valores padrão do índice de acerto ao acaso. No caso da validação de construto, as três avaliações se situaram no nível satisfatório da validade de construto e, portanto, no geral, todas as avaliações foram consideradas válidas. Universidade Tecnológica Federal do Paraná (UTFPR) 2021-06-09 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Avaliado pelos pares, Artigos Originais, Artigos de Revisão application/pdf http://periodicos.utfpr.edu.br/actio/article/view/13715 10.3895/actio.v6n2.13715 ACTIO: Teaching in Sciences; v. 6, n. 2 (2021); 1-19 ACTIO: Docência em Ciências; v. 6, n. 2 (2021); 1-19 2525-8923 10.3895/actio.v6n2 por http://periodicos.utfpr.edu.br/actio/article/view/13715/8371 http://periodicos.utfpr.edu.br/actio/article/downloadSuppFile/13715/2083 Direitos autorais 2021 ACTIO: Docência em Ciências http://creativecommons.org/licenses/by/4.0
institution Universidade Tecnológica Federal do Paraná
collection PERI
language Português
format Artigo
author Coppi, Marcelo Alves
spellingShingle Coppi, Marcelo Alves
Content and construct validities analysis of biology assessments instruments
author_sort Coppi, Marcelo Alves
title Content and construct validities analysis of biology assessments instruments
title_short Content and construct validities analysis of biology assessments instruments
title_full Content and construct validities analysis of biology assessments instruments
title_fullStr Content and construct validities analysis of biology assessments instruments
title_full_unstemmed Content and construct validities analysis of biology assessments instruments
title_sort content and construct validities analysis of biology assessments instruments
description The aim of this work was to analyze the validity of three classroom assessment instruments of the subject of biology a third grade of high school class in a private school in São Paulo, through an analysis of the content and construct validities. The content validity included the psychometric analysis of the parameters of difficulty, discrimination and random matching of the items, which were conceived and processed by the Item Response Theory (IRT). The construct validity was achieved through the verification of internal consistency, through the KR coefficient (α20), and the information function of the IRT. The results of the content validation showed that the items of the three classroom assessment instruments showed levels of discrimination between the moderate and high levels, considered as adequate, and levels of difficulty close to 50%, classified as appropriate for the latent skills of the students in the class analyzed. All items of the three assessment instruments were within the standard values of the random matching index. In the case of the construct validation, the three assessments were at the satisfactory level of construct validity and, therefore, in general, all assessments were considered valid.
publisher Universidade Tecnológica Federal do Paraná (UTFPR)
publishDate 2021
url http://periodicos.utfpr.edu.br/actio/article/view/13715
_version_ 1805451041517338624
score 10,814766

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