A test to measure problem‐solving skills in science of children in grades one, two, and three

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Abstract
The aim of this study was to develop a reliable and valid group test that would evaluate some of the science problem‐solving skills of children in grades one, two, and three. The primary grade children used in this study were from three different socio‐economic areas: Area I has been described as a low‐income urban section; Area II is characterized as a middle‐income outlying‐urban area; and Area III is a high‐income suburban region. The problem‐solving skills identified for use in this instrument are: (1) the ability to recognize the problem presented; (2) an understanding of science principles needed to solve the problem; (3) the ability to collect data; and (4) the ability to reason with “if‐then” statements. The findings from the preliminary testing were used to clarify ambiguities in test directions and format and to calculate the difficulty and discrimination of each test item. After an item‐by‐item analysis of student performance, a final form of the instrument was constructed. The data from this final form was used to determine time limits, scoring procedures, test validity, reliability, and norms.

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