The Content Validity of Scientific Literacy-Based Diagnostic Assessment

DOI

10.2991/assehr.k.210305.099How to use a DOI?

Keywords

Content validity, Diagnostic assessment, Scientific literacy

Abstract

This research aims to describe the content validity of scientific literacy-based diagnostic assessment. This research is a part of a research and development study that consists of a preliminary study, development, and validation stages. In this validation stage, 7 experts validated the developed instruments. The diagnostic assessment consisted of a four-tier diagnostic test and a self-assessment to identify the cause of student misconception. The experts consisted of physics concept experts, biology concept experts, science learning experts, and evaluation experts. The validations showed that the diagnostic test question validity was 94.83 with a very valid category. The self-assessment dealing with student misconception because identification had an average score of 92.41 with a very valid category. Based on the data analysis, it could be concluded that the instrument was valid and could be used to measure the students’ misconceptions.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - S Masfuah
AU  - F Fakhriyah
AU  - I Wilujeng
AU  - D Rosana
PY  - 2021
DA  - 2021/03/08
TI  - The Content Validity of Scientific Literacy-Based Diagnostic Assessment
BT  - Proceedings of the 7th International Conference on Research, Implementation, and Education of Mathematics and Sciences (ICRIEMS 2020)
PB  - Atlantis Press
SP  - 684
EP  - 691
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210305.099
DO  - 10.2991/assehr.k.210305.099
ID  - Masfuah2021
ER  -