On the evaluation of systemic science education reform: Searching for instructional sensitivity

By Maria Araceli Ruiz-Primo, R. Shavelson, L. Hamilton, Steve Klein. 2002

269 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/55b746f6ddb1713cf9b9ccec176035c5416bd647

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In General Agricultural and Biological Sciences

Citations in the corpus

Experimental Evaluations of Elementary Science Programs: A Best-Evidence Synthesis (2014, result): “Not surprisingly, students in experimental treatments generally show more gain over time on proximal than on distal measures, as was found in the Ruiz-Primo et al. (2002) study.”
Learning science content through socio-scientific issues-based instruction: a multi-level assessment study (2016, methodology): “We employed a multi-level assessment framework (Hickey & Pellegrino, 2005; Klosterman & Sadler, 2010; Ruiz-Primo et al., 2002) to evaluate gains in content knowledge related”
TEACHING SCIENTIFIC COMMUNICATION SKILLS IN SCIENCE STUDIES: DOES IT MAKE A DIFFERENCE? (2009, background): “Ruiz-Primo et al. (2002) discussed the sensitivity of different assessment methods in measuring scientific literacy.”
Instructional Alignment as a Measure of Teaching Quality (2014, methodology): “Empirical and conceptual work illustrates that these kind of assessments tend to be, at best, weakly sensitive to carefully measured indicators of instructional content or quality (e.g., D’Agostino et al., 2007; Greer, 1995; Popham, 2007; Ruiz-Primo et al., 2002).”
A Framework for Conceptualizing and Evaluating the Validity of Instructionally Relevant Assessments (2016, background): “One such approach is to have experts evaluate questions with respect to the type of knowledge required to respond to the item—Declarative, Procedural, Schematic and Strategic (e.g., Li, Shavelson, & White, 2002; RuizPrimo, 2002; Ruiz-Primo et al., 2002; Shavelson & Ruiz-Primo, 1999).”
Standardized Testing and School Accountability (2010, background): “The important question, however, is whether such improvements generalize to other tests that are intended to measure the same constructs, and in particular whether they generalize to remote and distal measures ( Ruiz-Primo, Shavelson, Hamilton, & Klein, 2002 ).”
Interpreting Effect Sizes of Education Interventions (2020, background): “Studies are more likely to find larger effects on outcomes that are easier to change, proximal to the intervention, administered soon after the intervention is completed, and measured with more precision (Ruiz-Primo et al., 2002).”
Relating Narrative, Inquiry, and Inscriptions: Supporting Consequential Play (2007, methodology): “Adapting the labels established by Ruiz-Primo et al. (2002) , we distinguished between (1) immediate-level analysis of the discourse that defined the enactment of the curriculum, (2) close-level examination of artifacts from the enactment of Quest Atlantis, (3) proximal-level assessments that targe”