共查询到20条相似文献，搜索用时 31 毫秒
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Cody S. Ding Mark L. Davison Anne C. Petersen 《Journal of Educational Measurement》2005,42(2):171-191
Latent growth curve modeling provides a powerful and flexible tool for researchers to study individual differences in change as well as the correlates and predictors of change. Recent developments in estimation and hypothesis testing procedures are largely based on confirmatory structural equation approaches. In this article, an alternative exploratory approach is proposed for the analysis of growth and change using multidimensional scaling (MDS). When applied to growth data, it is a growth pattern recognition technique that partitions individual differences into initial level and growth pattern components. When applied to other longitudinal data, it can be used to study change patterns. A math achievement data set is used to illustrate the growth modeling method and a mood variable is used to illustrate change modeling. The strengths and limitations of the MDS growth profile analysis are discussed. 相似文献
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Pere J. Ferrando 《Structural equation modeling》2013,20(1):109-133
Most personality tests are made up of Likert-type items and analyzed by means of factor analysis (FA). In this type of application, the fit of the model at the level of individual respondents is almost never assessed. This article proposes procedures for assessing individual fit (scalability). The procedures are intended for the analysis of multitrait personality questionnaires, and based on the multiple FA model. A general assessment procedure is described, and 2 multidimensional scalability indexes that use the chi-square and normal distribution are proposed. These indexes are derived both as residual measures and as likelihood-based person-fit measures, and their relations with some item-response, theory-based measures is discussed. The indexes are proposed mainly as first-step exploratory devices, and procedures for obtaining further information about the possible causes of misfit are also discussed. The behavior of the indexes is assessed in simulation studies, and the general procedure is illustrated by means of an empirical example. 相似文献
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《Structural equation modeling》2013,20(3):420-439
This article proposes procedures for assessing acquiescence in a balanced set of binary personality items. These procedures are based on the bidimensional item-factor analysis model, which is an alternative parameterization of the bidimensional 2-parameter normal-ogive item response theory model. First the rationale and general approach are described. Then methods for specifying and fitting the model and for estimating the individual factor scores, are discussed, as well as several validity criteria for supporting the suitability of the proposed solution. Finally, we illustrate the procedures using empirical data and discuss their usefulness for applied personality measurement. 相似文献
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Niva Wengrowicz Yehudit Judy Dori Dov Dori 《Assessment & Evaluation in Higher Education》2017,42(4):607-624
Project-based learning (PBL) facilitates significant learning, but it poses a major assessment challenge for assessing individual content knowledge. We developed and implemented an assessment approach and tool for a mandatory undergraduate systems engineering PBL-based course. We call this type of assessment student-oriented meta-assessment. Research participants included 131 undergraduate engineering students who carried out team projects requiring conceptual modelling of complex systems. Next, individual students assessed their peer team projects. Finally, the course staff assessed students individually, based on the content knowledge that was reflected in students’ comments to their peers, by using the new meta-assessment tool. The research findings validated the meta-assessment tool which can serve for assessing various PBL courses. Our contribution is twofold: a new approach for assessing project-based undergraduate engineering courses, and classification of meta-assessment methods into three types, where a student-oriented meta-assessment as one of the three meta-assessment methods is our newly introduced and validated method. 相似文献
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《Structural equation modeling》2013,20(3):369-389
The classic approach for partitioning and assessing reliability and validity has been through the use of the multitrait-multimethod (MTMM) model. The MTMM approach generally involves 3 different groups (method) evaluating 3 traits. This approach can be reconceptualized for questionnaire evaluation, so that the method becomes 3 different scaling types, which are administered to the same respondents on different occasions to avoid carryover effects. A serious limitation of this MTMM model is that data are required from respondents on at least 3 different occasions, thus placing a heavy burden on the researcher and respondents. Planned incomplete data designs for the purpose of substantially reducing the amount of data required for MTMM models were investigated: 1st, a design that reduces the amount of data collected at the 3rd administration by 22%; and 2nd, a design in which data need only be collected at 2 occasions. The performance of Listwise Deletion, Pairwise Deletion, and the expectation maximization (EM) algorithm at dealing with planned incomplete data are examined through a series of simulations. Results indicate that EM was generally precise and efficient. 相似文献
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Pere J. Ferrando Cristina Anguiano-Carrasco Josep Demestre 《Structural equation modeling》2013,20(2):208-225
This article proposes a model-based procedure, intended for personality measures, for exploiting the auxiliary information provided by the certainty with which individuals answer every item (response certainty). This information is used to (a) obtain more accurate estimates of individual trait levels, and (b) provide a more detailed assessment of the consistency with which the individual responds to the test. The basis model consists of 2 submodels: an item response theory submodel for the responses, and a linear-in-the-coefficients submodel that describes the response certainties. The latter is based on the distance-difficulty hypothesis, and is parameterized as a factor-analytic model. Procedures for (a) estimating the structural parameters, (b) assessing model–data fit, (c) estimating the individual parameters, and (d) assessing individual fit are discussed. The proposal was used in an empirical study. Model–data fit was acceptable and estimates were meaningful. Furthermore, the precision of the individual trait estimates and the assessment of the individual consistency improved noticeably. 相似文献
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Jennifer Chew 《Journal of Research in Reading》1997,20(3):171-183
Recent research into the phonological aspects of children’s early reading development holds that English beginners are more aware of word-sounds at the onset and rime level than at the individual phoneme level. A link is suspected with the comparative irregularity of English orthography. As it is widely assumed that children need to be aware of phonemes before they can benefit from a traditional phonics approach, a ‘new’ phonics or ‘rhyming analogy’ approach has been recommended as an easier route than traditional phonics for English beginning readers. This paper argues, however, that English beginners are just as capable of a phonemic approach as beginners in other languages, that phonemic awareness is not a precondition, that beliefs to the contrary are based on misunderstanding, and that systematically applying grapheme-phoneme correspondences throughout each word is an excellent basis for word-identification even in English. These claims are supported by test results. 相似文献
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The idea that test scores may not be valid representations of what students know, can do, and should learn next is well known. Person fit provides an important aspect of validity evidence. Person fit analyses at the individual student level are not typically conducted and person fit information is not communicated to educational stakeholders. In this study, we focus on a promising method for detecting and conveying person fit for large-scale educational assessments. This method uses multilevel logistic regression (MLR) to model the slopes of the person response functions, a potential source of person misfit for IRT models. We apply the method to a representative sample of students who took the writing section of the SAT (N = 19,341). The findings suggest that the MLR approach is useful for providing supplemental evidence of model–data fit in large-scale educational test settings. MLR can be useful for detecting general misfit at global and individual levels. However, as with other model–data fit indices, the MLR approach is limited in providing information regarding only some types of person misfit. 相似文献
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Tenko Raykov 《Structural equation modeling》2013,20(3):212-236
This article utilizes structural equation modeling for purposes of simultaneous study of individual and group latent change patterns on several longitudinally assessed variables. The approach is based on a special case of the comprehensive latent curve analysis by Meredith and Tisak (1990). Substantively interesting aspects of individual and group growth curves, as well as the interrelations among their patterns, are parameterized at the latent ability level. The method is illustrated on data from a two‐group study by Baltes, Dittmann‐Kohli, and Kliegl (1986). 相似文献
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Managing Change—Engaging Faculty in Assessment Opportunities 总被引：1，自引：0，他引：1
Maureen Snow Andrade 《Innovative Higher Education》2011,36(4):217-233
Regional accrediting bodies require evidence that higher education institutions are meeting their stated goals. Institutions
have answered this call for accountability by assessing student learning. Managing change in order to implement assessment
practices is a challenge, however, particularly when autonomy, academic freedom, and shared governance are involved. Leadership
theories offer practical strategies for administrators instituting assessment-related change. Using these theories as a guide,
this article provides suggestions for leading assessment initiatives, garnering faculty support, and establishing a culture
of assessment. The suggestions are organized around a four-frame model based on the premise that leaders must consider multiple
perspectives to be successful. 相似文献
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This paper takes a new look at the determinants of cognitive ability. Using the results of the 2006 PISA survey for five Latin American countries (Brazil, Chile, Colombia, Mexico and Uruguay) it adopts an efficiency analysis perspective. Rather than selecting as inputs a few variables, it integrates the maximum amount of available information via the use of correspondence analysis (CA). Efficiency is estimated at the individual level via corrected ordinary least squares and is then regressed on explanatory variables obtained again via correspondence analysis. Unobserved school effects are taken into account by estimating a random effect model. Finally, using the so-called Shapley decomposition, we determine the exact impact on individual efficiency of each of the factors that are considered as determinants of this efficiency. 相似文献
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Rune Johan Krumsvik 《Scandinavian Journal of Educational Research》2014,58(3):269-280
This position paper focuses on how the new national curriculum for school and the new general plan for teacher education in Norway change the underlying premises for teaching and learning in today's teacher education. This has become particularly pressing as a result of the new educational reform ‘Knowledge Promotion’ in schools, whereby digital competence is now the fifth basic competence in all subjects at all levels, as well as in the new teacher education curriculum in Norway. Against this background, the aim of this position paper is to elaborate on how a digital competence model can function on a micro level to fulfil the intentions from the national and institutional policy level. The research question considered by this paper is whether (and if so, how) a digital competence model for TEs can function as a model on an individual level. 相似文献
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The federal government has responded to public interest in science education by supporting the development of science curricula, but a 1978 survey reports a low extent of actual use. A conceptual model which provides insight into the individual concerns that teachers adopting a new program might express was employed in a study of science teachers adopting ISCS. Recommendations for implementations, based on study findings are: Strategies for implementation should be correlated to concerns and should change as concerns shift; training in skills should be graduated and continuous; personal support is essential; and, furthermore, evaluation of effects should be delayed until early teacher concerns have been resolved. The concerns concept seems a promising tool for understanding critical problems of an adoption process. It can be useful in guiding the implementation of educational innovations by helping to alleviate trauma individuals face when confronted with such change. 相似文献
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The aim of this article is to extend the scope of the models of teacher change to an interactionist view which co-ordinates sociocultural and constructivist perspectives. Accordingly our focus will be on the cultural and situational factors and processes of social interaction, as well as on the development on an individual level. First we study how roles, statuses, expectations as well as social and socio-mathematical norms were formed in the group of four student teachers, when they were co-planning, teaching and assessing mathematics lessons during their teaching practice. Finally, we attempt to construct a collaborative, interactionist model of teacher change integrating sociocultural and constructivist perspectives. 相似文献
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当前无论是理论还是实践层面,越来越多的研究开始突破传统阅读的“简单模型”假设,基于问题解决的阅读或有目的的阅读成为重要的研究视角。随着技术的发展,以读者为核心,强调分享、互动、传播的社会性阅读的兴起,使得原有的理论模型面临挑战。将共享调节引入社会性阅读,有助于拓展基于问题解决的阅读的理论视角,构建基于共享调节的社会性阅读的概念模型。这一模型的核心观点是,在具体的阅读活动之前,需要形成个人和群体层面的二阶段心智模型:即情境模型和任务模型。该模型还可以进一步衍生出新的研究假设,构建阅读支架及支持系统,并进行相应的课堂实践。以一门本科课程的阅读活动为解释案例,对该概念模型进行阐释和应用的结果表明,基于共享调节的社会性阅读可以帮助学生提取原先容易被忽略的物理及社会情境因素,形成小组阅读目标和阅读计划,支架及协作工具也有助于社会性阅读过程中的任务理解、计划、监控和调节。这一研究有助于完善新媒体环境下有目的的阅读理论,揭示社会性阅读过程中共享情境和任务形成的影响因素及动态发展过程,也可以为课堂社会性阅读提供可操作的应用模式。 相似文献
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《学习科学杂志》2013,22(4):389-452
Various methods have been tried for fostering conceptual change in science including the use of analogies, discrepant events, and visual models. In this article we describe an approach to teaching complex models in science that takes a model construction cycle of generation, evaluation, and modification as an organizing framework for thinking about when to use each of the previous strategies. This approach of model evolution uses all of the previous methods as students are led to reassess and revise their model many times in the course of the lessons. We reported on the case study of a student in a tutoring experiment using this approach in the study of electric circuits. We concentrated on the student's moments of surprise as motivators of conceptual change. Most of these came from discrepant events, but 1 of them appeared to come from the student's own sensed lack of coherence in an intermediate model. In this case study, the teaching method appears to lead to the construction of an explanatory model that is fairly deeply understood by the student in the sense that it can generate predictions and coherent explanations of a complex system in a transfer problem. Some of our conclusions and hypotheses generated with respect to learning processes are as follows: (a) Discrepant events produced reactions of surprise and were eventually followed by model revisions, leading us to hypothesize a motivating and guiding role for these events; (b) the subject was able to map and apply an air pressure analogy used for electric potential and continued to exhibit traces of it through the posttest interview; (c) the subject's spontaneous use of similar depictive hand motions during the instruction and during the posttest provides initial evidence that the instruction fostered development of dynamic mental models, such as those of fluid-like flows caused by pressure differences, that can generate new mental simulations for understanding relatively difficult transfer problems. This leads us to describe the core of her new knowledge as explanatory models at an intermediate level of generality that allow her to run imagistic simulations and to hypothesize a "transfer of runnability" from the analog conception to the model in this case; (d) we hypothesize that the process underlying model generations and revisions was 1 of scaffolded abductive knowledge construction rather than induction or deduction; that evaluation and revision cycles can make up for the conjectural nature of individual abductions; and that engagement and comprehension in the cycle was fostered by small step sizes for revisions from using multiple "small" discrepant events and analogies built into the lessons. 相似文献
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Innovation and reform are crucial to progress, but higher education institutions are by nature highly resistant to change.
This article describes long-term strategic incrementalism, an approach to change advocated by L. Cuban, How scholars trumped
teachers: Change without reform in university curriculum, teaching, and research, 1890–1990, Teachers College Press, New York,
NY, 1999, and proposes a model based on this approach as a proven way of successfully carrying out change within higher education.
The approach and model are illustrated through two cases involving reforms—one at the department level and another at the
institutional level.
Norman Evans (Ed.D., University of Southern California) is a member of the Linguistics and English Language Department at Brigham Young
University. He is the former chair of the English Language Teaching and Learning Department at Brigham Young University Hawaii.
Lynn Henrichsen (Ed.D., University of Hawaii) is a member of the Linguistics and English Language Department at Brigham Young University.
He is the former chair of that department. 相似文献
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Melville Hopkins 《Communication quarterly》2013,61(1):12-13
This paper combines an interactionist perspective with a rules‐based approach for the purpose of analyzing and evaluating organizations. It is suggested that an organization is analogous to a culture and that it can be analyzed by identifying its collectively defined master contract. It may be critiqued by assessing the process by which that master contract is communicated among its members. The organization and its individual members can then be evaluated according to the competence with which members can coorient themselves to the master contract and can coordinate their activities within the constitutive and regulative rules established by the organization. A case study suggests this new approach to organizational communication will be a useful one for communication theory as well as for consultants. 相似文献