In order to accurately gauge student understanding of science at a pre-college level, educational researchers recommend the use of misconception-based diagnostic tests. These tests draw upon recent advances in cognitive science while utilizing a multiple-choice format, including the most common non-scientific beliefs of learners as answer choices. Project SPARCS will develop a item bank and generate several test instruments based on the NRC Standards and AAAS Benchmarks in physical science and in earth and space science. These tests will be used in characterizing the content knowledge of middle school students, evaluating reform and traditional middle school science courses, and in gauging the role of prerequisite knowledge in students' success in high school and chemistry courses.

P.I.: Philip Sadler

For more information, please contact: Hal Coyle, hcoyle@cfa (add .harvard.edu)