The oxidation-reduction (redox) plays a crucial role in knowledge revolution of chemistry. However, little research focused on the development of a learning progression for this concept. This study aims to develop learning progressions and assessment for grades 7-9 students in acquiring the concept of redox. Six experts and three high school chemistry teachers were recruited into the research team. Through 15 panel discussions, five big ideas of redox including combustion, oxidation, reduction, oxidation reactivity, and oxidation-reduction were selected to form the concept map, propositional statements, and ordered multiple-choice items. Two samples of Taiwanese middle-school students participated in the test development: one for item revision and the other for validation. Sample 1 and 2 consisted of 626 and 903 students, respectively. Rasch partial credit model was applied to assess model-data fit, to examine the differential item functioning between genders, and to validate student progressions for learning redox reaction. In addition, this study presented abundant feedback information for learning diagnosis and provided a mechanism for aligning instruction and assessment.
|Publication status||Published - 2011|