Later, Nehm et al. (2012a) found that undergraduate students were influenced by other surface features of questions about evolution.
One challenge in science education assessment is that students often focus on surface features of questions rather than the underlying scientific principles.
We investigated how student written responses to constructed-response questions about photosynthesis vary based on two surface features of the question: the species of plant and the order of two question prompts.
The authors investigated how student responses to photosynthesis constructed-response questions vary based on two surface features of a question and found no significant difference in the content of responses.
Therefore, it is unlikely the surface features of the question itself are triggering these unusual ideas in student thinking in any consistent way.
But throughout our work with the photosynthesis question, we encountered several instances of students including species-specific ideas in their responses, which raised concerns that the scientific content of their responses was influenced by these surface features of the question.
12 19 Important features of the question design arising from the developmental work was the requirement for proof from the target population that the intended behaviour had been achieved (ie, smoking cessation), due to concerns around gaming influencing the acceptability.
Third, the reverse combination operation is applied to the extracted features of the questioned digital content with verification attributes, so a scrambled watermark is obtained.
The rationale for selecting those five features of interview questions were: first, these five features were adopted in the primary science curriculum framework in Singapore, and second, these five features were also used as a framework for data analysis in two previous studies (Kang, Orgill, & Crippen, 2008; Tan et al., 2014).
