@article {973,
	title = {ANALYSIS OF TWO-TIER QUESTION SCORING METHODS: A CASE STUDY ON THE LAWSON{\textquoteright}S CLASSROOM TEST OF SCIENTIFIC REASONING},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {146-159},
	abstract = {The Lawson{\textquoteright}s Classroom Test of Scientific Reasoning (LCTSR) is a popular instrument that measures the development of students{\textquoteright} scientific reasoning skills. The instrument has a two-tier question design, which has led to multiple ways of scoring and interpretation. In this research, a method of pattern analysis was proposed and applied to analyze two-tier item pairs on the subskill of Control-of-Variable (COV) of LCTSR.  The data were collected from students in grade 4 through college in both the United States and China. Students{\textquoteright} response patterns to two combined item pairs were analyzed and compared against students at different grade levels and reasoning development levels. Six performance levels were established based on students{\textquoteright} response patterns, serving as indicators of COV reasoning development levels. With the new method, a relation was obtained between students{\textquoteright} level of COV skills and grade level, as well as their level of overall reasoning development. It can provide useful information on the possible developmental levels of students{\textquoteright} reasoning skills.},
	keywords = {control-of-variable, grade level, pattern analysis, scientific reasoning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.146},
	url = {http://oaji.net/articles/2021/987-1611649216.pdf},
	author = {Shao-Na Zhou and Qiao-Yi Liu and Kathleen Koenig and Qiu-ye Li and Yang Xiao and Lei Bao}
}
