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dc.contributor.advisorLiu, Xiufeng
dc.contributor.authorChi, Shaohui
dc.contributor.author0000-0002-1261-7951
dc.date.accessioned2018-06-28T20:33:13Z
dc.date.available2018-06-28T20:33:13Z
dc.date.issued2018
dc.date.submitted2018-05-16 17:32:06
dc.identifier.urihttp://hdl.handle.net/10477/78052
dc.descriptionPh.D.
dc.description.abstractThe Performance Expectations described in the Next Generation Science Standards (NGSS) pose significant challenges for assessment design. Multiple models of assessments, including paper-and-pencil and hands-on based performance assessments, can be utilized to assess student competency while applying scientific and engineering practices, in the context of disciplinary core ideas and crosscutting concepts. However, the unique features of different assessments may lead to test mode effects. Accordingly, there is an urgent need for empirical studies on the comparability and score equivalency of these different test modes.
dc.formatapplication/pdf
dc.language.isoen
dc.publisherState University of New York at Buffalo
dc.rightsUsers of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.
dc.subjectScience education
dc.titleThe Effect of Test Administration Modes in the Assessment of the Next Generation Science Standards
dc.typeDissertation
dc.rights.holderCopyright retained by author.


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