Supplemental Information:

n/a

Assessment Type:

30 multiple choice items (13 related to scientific dimensions, 17 related to cognitive dimensions) set up as contrasting alternatives design (CAD).

Scale:

5-point Likert scale (most a, rarely b; more a than b; equally a & b; more b than a; mostly b, rarely a)

Publication Date:

Nov 07, 2008

Respondent:

8th-16th grade students

Domain(s) Evaluated:

Engagement, Attitude / Behavior, Content / Knowledge, Competence

Sample items:

Learning physics requires:
(a) a serious effort.
(b) a special talent.

1. a>>b
2. a>b
3. a=b
4. b>a
5. b>> a

Various branches of physics, like mechanics and electricity, are
(a) related by common principles.
(b) separate and independent.

1. a>>b
2. a>b
3. a=b
4. b>a
5. b>> a

Reliability:

internal consistency: assessed indirectly.

Validity:

Present & acceptable

Frequency:

Sometimes

Administration time:

60 minutes

Requires a Computer:

No

Requires Internet Access:

No

Primary reference:

Halloun, Ibrahim. (2001). Student Views about Science: A Comparative Survey. Beirut: Phoenix Series / Educational Research Center, Lebanese University.

Halloun, Ibrahim and David Hestenes (1998). Interpreting VASS dimensions and profiles. Science & Education, 7(6), 553-577.

Halloun, Ibrahim. (1997). Views about science and physics achievement: The VASS story.

Redish, E. F., & Rigden, J. S. (1998). The changing role of physics departments in modern universities. Proceedings of ICUPE, pp. 605-613. College Park, Maryland: American Institute of Physics Press.

Comments:

CAD requires respondents to balance between two contrasting statements.
There are four forms of VASS, each one focusing on a different discipline (biology, chemistry, physics, and math).

STEM Criteria

Science

Yes

Technology

No

Engineering

No

Math

No

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