Marilyne Stains - Assessing Secondary and College Students’ Understanding of the Particulate Nature of Matter: Development and Validation of the Structure and Motion of Matter (SAMM) Survey

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      Publication Details (including relevant citation   information):

        Stains, M., Escriu-Sune, M., Molina Alvarez, M. L.,   and Sevian, H. (2011). Assessing Secondary and College Students’   Understanding of the Particulate Nature of Matter: Development   and Validation of the Structure and Motion of Matter (SAMM)   Survey. Journal of Chemical Education,   88(10),   1359–1365    DOI:  10.1021/ed1002509

      Abstract:

        Development of learning progressions has been at the forefront of   science education for several years. While understanding   students’ conceptual development toward “big ideas” in science is   extremely valuable for researchers, science teachers can also   benefit from assessment tools that diagnose their students’   trajectories along the learning progressions. In this paper, we   describe the development and validation of a teacher-friendly   survey, the Structure and Motion of Matter (SAMM) survey,   designed to measure students’ trajectories along aspects of a   research-based learning progression on the particulate nature of   matter. Specifically, the survey assesses students’ implicit   assumptions about four concepts: the structure of solute and   solvent substances in a gas solution, the origin of motion of   gaseous solute particles, and their trajectories. The process to   ensure the translation validity (face and content validity) of   the survey is described. Criterion validity study results   indicate that the SAMM survey is well grounded in theory, and the   test–retest study results indicate that the survey is also   reliable. Finally, the development of an Excel-based scoring   scheme associated with the SAMM survey is also described.   Inter-rater reliability studies indicate that the scoring scheme   can be used reliably.

      Address (URL): http://pubs.acs.org/doi/abs/10.1021/ed1002509