<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Nurussaniah Nurussaniah</style></author><author><style face="normal" font="default" size="100%">Punaji Setyosari</style></author><author><style face="normal" font="default" size="100%">Dedi Kuswandi</style></author><author><style face="normal" font="default" size="100%">Saida Ulfa</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PSYCHOMETRIC VALIDATION OF AN ANALYTICAL SKILLS TEST IN PHYSICS USING THE RASCH MODEL</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">analytical skills</style></keyword><keyword><style  face="normal" font="default" size="100%">Bloom’s taxonomy</style></keyword><keyword><style  face="normal" font="default" size="100%">physics assessment</style></keyword><keyword><style  face="normal" font="default" size="100%">psychometric validation</style></keyword><keyword><style  face="normal" font="default" size="100%">Rasch model</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2025</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">24</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The accurate assessment of analytical thinking in physics, particularly in magnetism, poses substantial challenges due to the limitations of conventional tools in measuring higher-order cognitive skills. This study aimed to validate an analytical skills test in physics, based on Bloom’s Revised Taxonomy, with an emphasis on the dimensions of differentiating, organizing, and attributing within the subject of magnetism. The assessment instrument, comprising 15 multiple-choice items, was administered to a sample of 84 twelfth-grade students. A psychometric evaluation was conducted utilizing the Rasch Model, which included analyses of item fit, reliability, unidimensionality, and gender fairness through Differential Item Functioning (DIF). The results indicated strong internal consistency, with a Cronbach’s alpha of .91, and high item reliability at .94. Furthermore, the item-person distribution showed a well-aligned outcome. Principal Component Analysis (PCA) confirmed the unidimensionality of the test, while the DIF analysis revealed several items exhibiting gender-related response patterns, thereby suggesting a need for refinement to achieve fairness. The findings endorse the application of this validated instrument for assessing higher-order analytical thinking in the field of physics and highlight the significance of equitable assessment practices within STEM education.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">522-537</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Nataša Dolenc Orbanić</style></author><author><style face="normal" font="default" size="100%">Darja Skribe Dimec</style></author><author><style face="normal" font="default" size="100%">Majda Cencič</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECTIVENESS OF A CONSTRUCTIVIST TEACHING MODEL ON STUDENTS’ UNDERSTANDING OF PHOTOSYNTHESIS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Bloom’s taxonomy</style></keyword><keyword><style  face="normal" font="default" size="100%">constructivist approach</style></keyword><keyword><style  face="normal" font="default" size="100%">primary school</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching about photosynthesis</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2016</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2016</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2016/987-1482502117.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">15</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Photosynthesis is one of the fundamental processes on Earth and it ranks among the most demanding science concepts for students, associated with a number of misconceptions. For improving students’ understanding and learning outcomes the constructivist approach has proven to be one of the most effective. In this research the constructivist teaching model of photosynthesis (CTMP) was designed and its effectiveness on students’ understanding was tested. Students (N=201) from Slovenian primary schools (aged 11–12 years) participated in the research. CTMP was used in the experimental group (EG), while the traditional teaching approach was used in the control group (CG). Students’ learning achievements were evaluated using the paper-and-pencil tests. The test items were classified into three groups based on Bloom’s taxonomy: (1) knowledge, (2) comprehension and application, and (3) analysis, synthesis, evaluation. Mann-Whitney U-test showed that the EG had better learning outcomes than the CG. Statistically significant differences were found at the highest cognitive level. The CTMP contributes to the improvement of teaching and learning of photosynthesis, fosters the development of higher-order thinking and offers opportunity for integration of the constructivist approach in science classes, which will help to increase the quality of acquired knowledge and to raise the level of scientific literacy of the population.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">575–587</style></section></record></records></xml>