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1.
The proliferation of instruments reporting learning/cognitive style with school pupils is of particular interest, because most research on them focuses on applications in higher education, training and the adult workplace, where criticisms of their integrity, reliability and validity have been significant. This study examines two such popular instruments in highly effective schools in England, UK. Neither instrument demonstrated reasonable internal consistency or results according with theoretical constructs. Concerns about their usefulness in these contexts are explored. Reasons provided by faculty for their use were: face validity; external inspection; professional accountability; institutional policy; the legacy from initial training; established classroom practice. 相似文献
2.
Self-rated competences questionnaires from a design perspective 总被引：1，自引：0，他引：1
This paper provides a theoretical review of self-rated competences questionnaires. This topic is influenced by the ongoing world-wide reform of higher education, which has led to a focus on the learner outcomes of higher education. Consequently, questionnaires on self-rated competences have increasingly been employed. However, self-ratings are often criticised for their lack of validity. Our intention is to outline some principles of good questionnaire design and to use these principles to contrast questionnaires on self-rated competences. We begin with an overview of research about questionnaire design. Then we introduce seven questionnaires and portray them in terms of their design characteristics. A comparison reveals some significant points: biographical data need to be handled more carefully, and there is an overuse of vague and abstract language. On the positive side, all of the questionnaires that were examined provide reliable sub-scales covering important facets of competences. 相似文献
3.
《British Educational Research Journal》2005,31(1):7-27
Attempts to demonstrate a relationship between students' approaches to studying in higher education and their perceptions of their academic context have been bedevilled by limitations of the research instruments and the problem of aggregating students' perceptions and approaches across different course units. The extended version of the Course Experience Questionnaire (Wilson et al., 1997) and the Revised Approaches to Studying Inventory (Entwistle et al., 2000) were adapted for use in distance education and administered in a postal survey to students taking seven courses by distance learning with the Open University. Usable responses were obtained from over 2100 students. Both instruments proved to be remarkably robust, and the students' scores on these two instruments shared 61% of their variance. Students' perceptions of the academic quality of courses in distance education are strongly associated with the approaches to studying that they adopt on those courses. 相似文献
4.
Anne Roth Sabine Ogrin Bernhard Schmitz 《Educational Assessment, Evaluation and Accountability》2016,28(3):225-250
The growing interest in the field of learning strategies has led to an increasing number of studies and, with that, the development of numerous instruments to measure the use of self-regulated learning (SRL) strategies. Due to the complexity of this research field, the types of assessment methods are diverse. For this reason, we conducted a systematic review of self-report instruments that measure SRL in higher education and highlight their main characteristics. In doing so, we applied the general principles of systematic reviewing—we conducted a systematic search of established psychological and educational databases with previously defined inclusion criteria and applied a multistage filtering process. In an additional step, we examined a subsample of nine established instruments in terms of their implementation characteristics, psychometric properties, and additional characteristics. The results illustrate the distribution of self-report instruments used in higher education and point to a growing use of course- or domain-specific questionnaires over the past decades as well as a lack of emotional and motivational regulation scales. 相似文献
5.
为编制一个可用于高职院校的教师课堂教学质量学生评价测量工具,根据高职院校教师课堂教学质量学生评价存在的问题,在《大学教师教学效果评价问卷(学生用)》基础上创新性地设计了高职院校教师课堂教学质量学生评价问卷(简称VSEEQ),开发了符合教育测量学标准的、现代教学与学习理论支持的VSEEQ评价问卷,施测并搜集了信效度资料。结果表明,VSEEQ评价问卷具有合理的维度结构,较好的内部一致性信度、重测信度、内容效度和结构效度。 相似文献
6.
目的：初步编制自我效能感培养源问卷。方法：开放式调查访谈,项目分析,探索性因素分析,信度效度检验。结果：问卷包含4个分量表、6个因素、25个题目;信度效度符合测量学要求。结论：量表可以作为调查和评估大学生自我效能感培养源的一个测量工具。 相似文献
7.
As part of a larger study, the How My Library Supports Inquiry and the How My Science Class Supports Inquiry questionnaires were developed for evaluating the extent of inquiry-based teaching in classrooms and school libraries and the effect of this instruction on student literacy and, by extension, the social good. Each has 28 items in seven scales measuring students’ perceptions of the degree to which certain psychosocial factors are prevalent in the science class and the school library. Using data from 872 elementary students and 639 secondary students, principal components factor analysis with varimax rotation and Kaiser normalization confirmed the a priori structure of the questionnaires. The factor structure, internal consistency reliability, discriminant validity, and the ability to distinguish between different classes and groups were supported for both instruments. Validation of these instruments enables consideration of a new approach for assessing the contribution of school libraries to the field of education, with specific emphasis on science education through the study. In addition, this study makes a unique contribution to the field of learning environments by evaluating the relationship between school library programs and classroom environments. 相似文献
8.
The complexity of life and the increasing importance of learning across the lifespan puts an added emphasis on self-direction in learning. Guglielmino's Self-Directed Learning Readiness Scale (SDLRS) is one of the most frequently reported instruments designed to measure self-directed learning readiness. Therefore, the validity of the instrument is an important topic. This is the second study by the authors that is designed to contribute to knowledge of the validity of the SDLRS. In the first study, the authors concluded that general findings support the validity of the instrument. Questions generated by the lack of association between faculty ratings on self-direction and student scores on the SDLRS, however, needed further study.The second study, reported here, was specifically designed to examine the effects of two teacher rating scales as used in the two investigations. The extremely low(0.03) correlation between faculty ratings and the SDLRS scores noted in the first study is compared to the findings in the second study. A correlation of 0.20, significant at the 0.056 level, was noted in this study. It is concluded, therefore, that the rating scale as used in the first study may have been seriously flawed. A persistent tendency of the faculty to rate black students lower in self-direction and older students higher in self-direction raises additional questions concerning faculty rating procedures. Other findings reported in this study are similar to those reported in the earlier study 相似文献
9.
Kerry Shephard John Harraway Tim Jowett Brent Lovelock Sheila Skeaff Liz Slooten 《Environmental Education Research》2015,21(6):805-820
This article addresses the important questions that higher education institutions ask concerning their impact on their students’ sustainability-related attributes ‘How do our students’ worldviews change as they experience higher education with us?’ The process of monitoring such a dynamic entity is fraught with statistical complexity but may not be impossible for an institution willing to ask whether or not its educational efforts in ‘education for sustainability’, ‘education for sustainable development’ or ‘environmental education’, and campus sustainability developments, are paralleled by changes in the attitudes of its students. We describe here a longitudinal survey process based on the revised New Ecological Paradigm scale, with two cohorts of students, in three programmes of study, operating over four years, with multiple survey inputs by each student. We implemented the longitudinal analysis using a linear mixed-effects model and describe here the development and testing of this model. We conclude that higher education institutions can benchmark the sustainability attributes of their students and monitor changes, if they are minded to. We invite higher education practitioners worldwide to join us in further developing suitable research instruments, processes and statistical models, and in further analysing the assumptions that link higher education to sustainability and to global citizenship. 相似文献
10.
This paper reviews the evidence for differences between men and women in their experience of higher education. It is generally agreed that students manifest a number of different approaches to learning, and these have been operationalised in terms of quantitative measures derived from responses to formal questionnaires. Nevertheless, there is little consistent or valid evidence for gender differences in the responses to these instruments. Other researchers have used qualitative methodologies in order to identify different stages of intellectual development among students in higher education. Their findings indicate the existence of parallel, but distinct developmental schemes in male and female students. 相似文献
11.
本文从效度的四个主要方面对复述题型进行研究。讨论了复述题的构建效度和内容效度,分析了其效标关联效度和表面效度。通过对小规模复述测试,得出复述成绩与考生最近一次期末口语成绩的Pearson线性相关,以及与任课老师调整后的口语排名的Spearman等级相关。在卷面效度方面,通过分析Likert 5-Scale问卷后发现,受试者对该题型支持度较高。 相似文献
12.
Deborah K. Reed 《Educational Assessment》2013,18(3):123-144
This narrative synthesis reviews the psychometric properties of commercially and publicly available retell instruments used to assess the reading comprehension of students in grades K–12. Eleven instruments met selection criteria and were systematically coded for data related to the administration procedures, scoring procedures, and technical adequacy of the retell component. High variability was evident in the prompting conditions and the use of quantitative and qualitative scoring mechanisms. Because no two instruments shared the same features, their retell scores are likely not equitable. None of the measures provided sufficient information to substantiate their reliability and validity. Many were lacking data on critical psychometric aspects, such as passage equivalency and construct validity, and nearly all had insufficient or ill-defined norming samples. 相似文献
13.
The attributes of self-direction in learning are becoming increasingly important as the need for lifelong learning grows in strength. Educators are challenged to assist in the development of self-directed learning skills and to encourage learners to more freely use self-direction in their learning activities. Unfortunately, there are few validated procedures for identifying the self-directed learners. Guglielmino's Self-Directed Learning Readiness Scale is one of the few instruments identified in the literature for the purpose of measuring self-direction in learning. Even though the scale has been widely used, additional validation is needed. This study was designed to use a multitrait-multimethod procedure for determining the validity of the SDLRS. The sample included 136 college students from two different colleges: 63 black students, 70 white students and 3 students of other nationalities (other than USA). Thirty-seven specific hypotheses were tested. Findings concerning selected hypotheses are discussed. Three general conclusions concerning the validity of the SDLRS are as follows: (1) The findings are supportive of the validity of the SDLRS; (2) Significant differences were noted in faculty ratings according to racial composition and student scores on the SDLRS; (3) Significant associations exist between the SDLRS scores and variables such as age, educational level and ARS (agreement response set). 相似文献
14.
In a rapidly changing world, the mission of education deserves some reflection. Mutual understanding and assessment between trainers and trainees offers a way to promote discussion concerning goals, values, and strategies that should be promoted at schools. This study offers the views of 153 pre-service teachers and their respective trainers during their practicum. We aimed to determine if an association exists between the scores of pre-service teachers and teachers regarding behaviors and attitudes shown by the first. We also want to analyze the extent to which pre-service teachers rate the importance of different educational strategies as well as the extent to which teachers use these strategies in their daily work. We also aim to determine to what extent self-rated behaviors and attitudes of pre-service teachers are associated to their ratings on importance and utilization of different educational strategies. Two questionnaires were utilized to gather the data. Results revealed higher scores on self-evaluation than others’ evaluations; utilization of diverse educational strategies was associated to evaluations on pre-service students’ responsibility, ability to detect and meet students’ needs, and final grade in practicum. Association between pre-service teachers’ self-evaluation and evaluation on the importance of different educational strategies revealed large associations between climate for the expression of ideas, teaching methodology, and the importance given to using language appropriate to the level of the students. Average ratings on importance and utilization of different teaching strategies resulted in high scores, with utilization of teaching methodologies obtaining the lowest scores. Gender resulted in significant differences on importance, with women scoring higher than men. Importance scores were significantly higher than utilization scores. High associations were found between self- and others’ evaluations on values related to compliance with rules, as well as on behaviors associated to maintain order and discipline in the classroom. Differences in views of teaching, importance, and utilization of different teaching strategies should be debated in order to advance our understanding of effectiveness of educational practices. 相似文献
15.
An increased focus on the use of research evidence (URE) in K-12 education has led to a proliferation of instruments measuring URE in K-12 education settings. However, to date, there has been no review of these measures to inform education researchers’ assessment of URE. Here, we systematically review published quantitative measurement instruments in K-12 education. Findings suggest that instruments broadly assess user characteristics, environmental characteristics, and implementation and practices. In reviewing instrument quality, we found that studies infrequently report reliability, validity, and demographics about the instruments they develop or use. Future work evaluating and developing instruments should explore environmental characteristics that affect URE, generate items that match up with URE theory, and follow standards for establishing instrument reliability and validity. 相似文献
16.
This study examined the extent to which students could fake responses on personality and approaches to studying questionnaires, and the effects of such responding on the validity of non-cognitive measures for predicting academic performance (AP). University students produced a profile of an ‘ideal’ student using the Big-Five personality taxonomy, which yielded a stereotype with low scores for Neuroticism, and high scores for the other four traits. A sub-set of participants were allocated to a condition in which they were instructed to fake their responses as University applicants, portraying themselves as positively as possible. Scores for these participants revealed higher scores than those in a control condition on measures of deep and strategic approaches to studying, but lower scores on the surface approach variable. Conscientiousness was a significant predictor of AP in both groups, but the predictive effect of approaches to studying variables and Openness to Experience identified in the control group was lower in the group who faked their responses. Non-cognitive psychometric measures can be valid predictors of AP, but scores on these measures can be affected by instructional set. Further implications for psychometric measurement in educational settings are discussed. 相似文献
17.
Extensive research has examined the validity and fairness of standardized tests in academic admissions. However, due to their underrepresentation in higher education, American Indians have gained much less attention in this research. In the present study, we examined for American Indian students (1) group differences on SAT scores, (2) the predictive and incremental validity of SAT over high school grades, (3) the effect of socioeconomic status on SAT validity, (4) differential prediction in the use of SAT scores, and (5) potential omitted variables that could explain differential prediction for American Indian students. Results provided evidence of predictive and incremental validity of SAT scores, and the validity of SAT scores was largely independent of socioeconomic status. Overprediction was found when using SAT scores to predict college performance and it was reduced when including high school grades as an additional predictor. This study provides substantial evidence of the validity and fairness of SAT scores for American Indians. 相似文献
18.
To investigate the concurrent validity of the Peabody Individual Achievement Test and the KeyMath Diagnostic Arithmetic Test, both instruments were administered to 171 adolescents. Math scores on the Peabody Individual Achievement Test were correlated with all scores on the KeyMath Diagnostic Arithmetic Test. Partial correlation coefficients were computed according to age, sex, race, IQ, and total group. The presence of relatively high and positive partial correlations between the scores supported the concurrent validity of the instruments. 相似文献
19.
Standard setting methods, like the Bookmark procedure, are used to assist education experts in formulating performance standards. Small group discussion is meant to help these experts in setting more reliable and valid cutoff scores. This study is an analysis of 15 small group discussions during two standards setting trajectories and their effect on the cutoff scores on four performance levels for comprehensive reading and mathematics. Discussion decreased the variability of the cutoff scores among the expert panelists, but the direction of the adaptations varied among groups. Furthermore, also the duration and the content of the audio-taped discussions differed among groups. There was no relationship between the increase in agreement among the panelists and the duration of their discussions or their use of arguments concerning learning content. It was concluded that an increased consensus among panelists alone does not provide enough information on the reliability and validity of cutoff scores. Additional measures aimed at the content of group discussions have appeared to be necessary, since the use of content arguments in these discussions is not guaranteed. 相似文献
20.
Judith Zimmermann Alina A. von Davier Joachim M. Buhmann Hans R. Heinimann 《European Journal of Engineering Education》2018,43(1):144-165
Graduate admission has become a critical process in tertiary education, whereby selecting valid admissions instruments is key. This study assessed the validity of Graduate Record Examination (GRE) General Test scores for admission to Master’s programmes at a technical university in Europe. We investigated the indicative value of GRE scores for the Master’s programme grade point average (GGPA) with and without the addition of the undergraduate GPA (UGPA) and the TOEFL score, and of GRE scores for study completion and Master’s thesis performance. GRE scores explained 20% of the variation in the GGPA, while additional 7% were explained by the TOEFL score and 3% by the UGPA. Contrary to common belief, the GRE quantitative reasoning score showed only little explanatory power. GRE scores were also weakly related to study progress but not to thesis performance. Nevertheless, GRE and TOEFL scores were found to be sensible admissions instruments. Rigorous methodology was used to obtain highly reliable results. 相似文献