Construction and Evaluation of an Instrument to Measure High School Students Biological Content Knowledge

Kathy Lea Malone, William John Boone, Andria Stammen, Anita M. Schuchardt, Lin Ding, Zakee L. Sabree

2021

Full text Open access: Gold Metadata (CSL-JSON)
DOI 10.29333/ejmste/11376
Data confidence 70 medium
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Abstract

Instruments for assessing secondary students’ conceptual understanding of core concepts in biology are needed by educational practitioners and researchers alike. Most instruments available for secondary biology (years 9 to 12) focus only on highly specific biological concepts instead of multiple core concepts. This study describes the development of a 25-item instrument designed to fill this gap, the High School Biology Concept Inventory (HS-BCI). The HS-BCI not only assesses student knowledge of key biological concepts but also alternative conceptions. Using Rasch theory, the initial instrument was constructed from a pool of 61 instrument items using test results from 1015 students. The final 25-item instrument was validated with 1955 students. The results provide reliability and validity evidence for the HS-BCI. The findings suggest that it can be utilized to assess both conceptual knowledge and alternative conceptions.