Reliability estimates of the subtes

Reliability estimates of the subtests (for each of the processes)
vary from 0.30 to 0.78 with the subtest composed of fewer items having the lower values.
One subtest was composed of only five items while the largest contained 25 items. Correlation
coefficients calculated between the several subtest scores ranged from +0.3 10
to +0.652. Coefficients between each subtest score and the total score were between
+0.586 and +0.883. Factor analyses of the eight subtest scores resulted in only one factor
with an eigenvalue greater than unity. This factor accounted for about 50% of the variance,
with other factors contributing small amounts of variance. Tannenbaum honestly
interpreted these findings as indicating that TOSP is composed of one general factorperhaps
intelligence. In this article, Tannenbaum included specific statements of student
behaviors related to each process and a list indicating which test questions tested each
behavior. Despite the disappointing statistical results (other than reliability), the TOSP
is a bold attempt to measure some critical outcomes of junior high school science programs.
As an attempt. to develop model questions for the objectives of the BSCS Inquiry Slides,
several items related to a Paper Chromatography Experiment (BSCS slide set No. 3)
were developed[ 191. The inquiry skills (or processes) stressed in this set are: Recognizing
Experimental Variables, Interpreting Data, and Screening Hypotheses. BSCS stressed
that these questions were designed to test intellectual skills and abilities rather than recall
of previously learned knowledge. The seven items are based on a set of hypothetical results
of green food coloring being separated in various ways with different combinations of
paper and solvent. Students are asked to select interpretations that best fit the results
and select hypotheses that best explained the results. From these items, one can obtain
some ideas on how to develop process items based on the labs and activities that are a
part of science courses.
Hungerford and Miles[20] developed a test appropriate for measuring junior high
school students’ ability to observe and compare in science-the Scientific Observation
and Comparison (SOCS) Test. They have been involved with developing and validating
these kinds of tests for several years and have produced several forms of these specific
process tests. One of these forms, the SOCS Test-Winter Twigs Form, is divided into
two major categories: observation and comparison of speciments of twigs from two species
of sycamore. The observation part of the test was scored on three dimensions: (1) the
excellence of the drawing, called the “proportion score;” (2) the communication of
morphological features, called the “parts score,” and (3) the labeling of morphological
features, called the “labeling score.” Specific criteria for scoring each part were listed
in their article. The comparison part of the test is a single component and credit is given
for each reasonable and accurate comparison. Interscorer reliability estimates for three
scores ranged from 0.83 to 0.94. Test-retest reliability (with a four week delay) for this
testing procedure ranged from 0.39 to 0.68. Correlations of these scores with teacher
ratings of student skills in these processes lent support to their claims of validity for the
SOCS Test. Scores of the SOCS Test were lowly correlated with the Metropolitan
Achievement Test (science section) and the California Test of Mental Maturity. The
authors concluded that the SOCS test is “usable in measuring the acquisition of both
observation and comparison skills, particularly as they relate to the content areas specified.”
While this is not a standardized test, it provides ideas that can be adopted to other
process areas and content domains.
A diagnostic test of process skills in science appropriate for middle school students
were developed by Morgan[21]. His 86 item test is based on situations and experiments

Results (Indonesian) 1:

Reliability estimates of the subtests (for each of the processes)vary from 0.30 to 0.78 with the subtest composed of fewer items having the lower values.One subtest was composed of only five items while the largest contained 25 items. Correlationcoefficients calculated between the several subtest scores ranged from +0.3 10to +0.652. Coefficients between each subtest score and the total score were between+0.586 and +0.883. Factor analyses of the eight subtest scores resulted in only one factorwith an eigenvalue greater than unity. This factor accounted for about 50% of the variance,with other factors contributing small amounts of variance. Tannenbaum honestlyinterpreted these findings as indicating that TOSP is composed of one general factorperhapsintelligence. In this article, Tannenbaum included specific statements of studentbehaviors related to each process and a list indicating which test questions tested eachbehavior. Despite the disappointing statistical results (other than reliability), the TOSPis a bold attempt to measure some critical outcomes of junior high school science programs.As an attempt. to develop model questions for the objectives of the BSCS Inquiry Slides,several items related to a Paper Chromatography Experiment (BSCS slide set No. 3)were developed[ 191. The inquiry skills (or processes) stressed in this set are: RecognizingExperimental Variables, Interpreting Data, and Screening Hypotheses. BSCS stressedbahwa pertanyaan-pertanyaan ini telah dirancang untuk menguji keterampilan intelektual dan kemampuan daripada ingatsebelumnya belajar pengetahuan. Tujuh item didasarkan pada serangkaian hipotetis hasilpewarna makanan hijau dipisahkan dalam berbagai cara dengan kombinasi yang berbedakertas dan pelarut. Siswa akan diminta untuk memilih interpretasi yang paling sesuai hasildan pilih hipotesis bahwa terbaik menjelaskan hasil. Dari item ini, seseorang dapat memperolehbeberapa ide tentang bagaimana untuk mengembangkan proses item berdasarkan labs dan kegiatan yangBagian dari ilmu kursus.Hungerford dan mil [20] mengembangkan sebuah tes yang sesuai untuk mengukur SMPsekolah siswa kemampuan untuk mengamati dan membandingkan dalam pengamatan ilmiah ilmu-thedan Test perbandingan (SOCS). Mereka telah terlibat dengan mengembangkan dan memvalidasijenis tes untuk beberapa tahun dan telah menghasilkan beberapa bentuk ini spesifikproses tes. Salah satu bentuk-bentuk, bentuk ranting Test-musim dingin SOCS, dibagidua besar Kategori: pengamatan dan perbandingan speciments ranting dari dua spesiesdari sycamore. Bagian pengamatan dari tes mencetak pada tiga dimensi: (1)keunggulan dari gambar, disebut "proporsi Skor;" (2 komunikasi)Fitur morfologi, disebut "Skor bagian", dan (3) label morfologifitur, yang disebut "pelabelan Skor." Kriteria khusus untuk mencetak masing-masing bagian yang terdaftardalam artikel mereka. Bagian perbandingan uji adalah satu komponen dan kredit diberikanuntuk setiap perbandingan yang wajar dan akurat. Interscorer keandalan perkiraan untuk tigaSkor berkisar 0.83-0.94. Tes-tes ulang kehandalan (dengan penundaan empat minggu) untukprosedur yang berkisar dari 0.39 untuk 0,68 pengujian. Korelasi Skor dengan gurupenilaian kemampuan siswa dalam proses ini meminjamkan dukungan untuk klaim mereka berlaku untukSkor tes SOCS tes SOCS yang rendah berkorelasi dengan MetropolitanTes prestasi (bagian ilmu pengetahuan) dan ujian California kedewasaan Mental. Thepenulis menyimpulkan bahwa tes SOCS "dapat digunakan dalam mengukur perolehan dari keduapengamatan dan perbandingan keterampilan, terutama karena mereka berhubungan dengan bidang konten yang ditetapkan."Meskipun ini bukan tes standar, menyediakan ide-ide yang dapat diadopsi lainproses daerah dan konten domain.Tes diagnostik proses keterampilan di bidang ilmu yang sesuai untuk siswa sekolah menengahdikembangkan oleh Morgan [21]. 86 item tes didasarkan pada situasi dan percobaan