Development of an Assessment Criteria for Scientific Communication Skills in Science Shows for Upper Elementary Students
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Abstract
Science shows can be integrated into classroom learning activities to enhance students' scientific communication skills. Effective assessment tools are essential for monitoring learners' progress in developing these skills. This study aimed to develop and validate assessment rubric for evaluating scientific communication skills demonstrated in science shows by upper elementary students. The research involved: (1) three curriculum experts who evaluated the content validity of the rubric; (2) three teams of upper elementary students who participated in science shows at a competition, where recorded videos were used for assessment; and (3) five science teachers with experience in evaluating science show performances, who tested the rubric in an actual contest setting.
The assessment rubric comprised six items covering four components of scientific communication: (1) factual content, including (1) communicating scientific content and (2) citing scientific sources; (2) context, including (3) linking scientific content to examples and (4) selecting appropriate scientific and general vocabulary; (3) language, including (5) expanding the meaning of scientific terms; and (4) representational forms, including (6) selecting and using appropriate modes of presentation. The content validity index (IOC) was 0.67, and the rubric was rated at a high level of appropriateness in terms of language and usability (mean = 4.27 ± 0.48). The inter-rater reliability, assessed using the intraclass correlation coefficient (ICC), was 0.83, which is considered very high. These results indicate that the developed rubric demonstrates strong validity, appropriateness, and reliability, and can be effectively used to support learning activities designed to develop scientific communication skills through science show performances among upper primary students.
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