Reasoning Dimensions Underlying Science Achievement: The Case of Performance Assessment

Abstract

Snow argued for multidimensional science achievement in the National Education Longitudinal Study of 1988 (NELS:88) along dimensions of basic knowledge and reasoning, spatial-mechanical reasoning, and quantitative science. We focused the generality of these reasoning dimensions in other multiple-choice tests and performance assessments. Confirmatory factor analyses retrieved the 3 dimensions for a test composed of NELS:88, the Third International Mathematics and Science Study (TIMSS) and the National Assessment of Educational Progress (NAEP) multiple-choice items, and the NELS:88 items alone. We used the latter because factor correlations were lower. We administered 3 reasoning-dimension-linked performance assessments to a subsample of 35 students from the main study. Performance assessments correlated moderately with each other and NELS:88 reasoning scores; the 2 methods partially converged on the dimensions. Performance scores scattered across multiple-choice scores due to the broad reasoning and knowledge spectrum tapped. Findings are tentative; larger samples and cognitive studies of reasoning and knowledge might shed light on convergence.