共查询到20条相似文献，搜索用时 31 毫秒
1.
Liang-Ting Tsai 《Environmental Education Research》2019,25(2):264-279
This study established a Chinese scale for measuring high school students’ ocean literacy. This included testing its reliability, validity, and differential item functioning (DIF) with the aim of compensating for the lack of DIF tests focusing on current scales. The construct validity and reliability were verified and tested by analyzing the established scale’s items using the Rasch model, and a gender DIF test was conducted to ensure the test results’ fairness when distinct groups were compared simultaneously. The results indicated that the scale established in this study is unidimensional and possesses favorable internal consistency and construct validity. The gender DIF test results indicated that several items were difficult for either female or male students to correctly answer; however, the experts and scholars discussed these items individually and suggested retaining them. The final Chinese version of the ocean literacy scale developed here comprises 48 items that can reflect high school students’ understanding of ocean literacy—which helps students understand the topics of marine science encountered in real life. 相似文献
2.
《The Journal of educational research》2012,105(6):313-315
AbstractIn an attempt to identify some of the causes of answer changing behavior, the effects of four tests and item specific variables were evaluated. Three samples of New Zealand school children of different ages were administered tests of study skills. The number of answer changes per item was compared with the position of each item in a group of items, the position of each item in the test, the discrimination index and the difficulty index of each item. It is shown that answer changes were more likely to be made on items occurring early in a group of items and toward the end of a test. There was also a tendency for difficult items and items with poor discriminations to be changed more frequently. Some implications of answer changing in the design of tests are discussed. 相似文献
3.
School climate surveys are widely applied in school districts across the nation to collect information about teacher efficacy, principal leadership, school safety, students' activities, and so forth. They enable school administrators to understand and address many issues on campus when used in conjunction with other student and staff data. However, these days each district develops the questionnaire according to its own needs and rarely provides supporting evidence for the reliability of items in the scale, that is, whether an individual item contributes significant information to the questionnaire. The Item Response Theory (IRT) is a useful tool that helps examine how much information each item and the whole scale can provide. Our study applied IRT to examine individual items in a school climate survey and assessed the efficiency of the survey after the removal of items that contributed little to the scale. The purpose of this study is to show how IRT can be applied to empirically validate school climate surveys. 相似文献
4.
We use first-grade lottery-based admissions to estimate impacts and cost-effectiveness of a subsidized comprehensive private school for low-income children in Mexico City, part of a philanthropic organization supporting and operating similar schools worldwide. Relative to students who did not win the lottery, CHM lottery winners gain additional 0.18 SD in literacy and 0.09 SD in numeracy over the first three years of elementary school. Parents of lottery winners are more likely to report children’s school is academically demanding, rate the school higher and have greater expectations of children’s college completion. Achievement gains come at an increased cost relative to counterfactual public schools of $1000/pupil-year, which suggests low cost-effectiveness. Higher cost is explained by greater array of services and few economies of scale. Despite the high per student cost, this robust case study suggests philanthropic private schools have great potential to improve achievement amongst the region’s most vulnerable students and reduce longstanding learning and opportunity gaps. 相似文献
5.
Mehmet Erdogan Ahmet Ok Thomas Joseph Marcinkowski 《Environmental Education Research》2012,18(4):507-540
Though environmentally responsible behavior (ERB) has been a focus of many studies in the field of environmental education, very few scales have been developed to assess children’s ERB. In this regard, this article focuses on the development and validation of Children’s Responsible Environmental Behavior Scale (CREBS) and also reports the psychometric properties of this scale. The items in the CREBS were developed initially from the responses to four open-ended items by 229 fourth and fifth grade students. This initial form was pilot tested with 673 fourth and fifth graders and then subjected to exploratory factor analysis. Later, the revised version of the scale was administrated to 2412 fifth graders, and those results were subjected to confirmatory factor analysis and reliability analysis. CREBS consists of 23 items measured using a seven-point Likert-type scale, which have been organized into four sub-scales: political action (six items, α?=?.92); eco-management (six items, α?=?.70); consumer and economic action (five items, α?=?.70); and Individual and Public Persuasion (six items, α?=?.80). Study results indicate that CREBS can be used for exploring the extent to which elementary school students in Turkey demonstrate four types of behavior to help prevent and resolve environmental problems and issues. 相似文献
6.
John Holland 《Pastoral Care in Education》2004,22(1):10-14
The paper discusses elements of the findings of 'Iceberg', a doctoral study at the University of York addressing many issues of child bereavement through a retrospective study of nearly one hundred individuals who had either experienced the death of a parent when they were at school, or were the surviving parent of such a child. The research revealed issues of lack of control and information for children after a parental death. Forty-seven per cent of those in the study attended the funeral of their parent. There was correlation between the age of children and attendance at the funeral. Of the fifty-three per cent of children not attending, twenty-four per cent of them were forbidden to attend, whilst eleven per cent of them were distracted from attending the funeral, such as being sent to school or a neighbours and being unaware that it was taking place. None of the children attending the funeral reported any negative experiences, and two thirds of them reported it as a positive or helpful event. In contrast, over three-quarters of those not attending later wished that they had. Over a third had feelings of regret, others feeling that they had been excluded from the family at the time of the death, and felt anger, hurt, and frustration. The conclusion was that the best strategy is to give children informed choice about whether or not to attend. If children do attend a negative outcome seems unlikely, but it would be prudent to prepare them as to what to expect at the ceremony. 相似文献
7.
A procedure for the detection of differential item performance (DIP) is used to investigate the relationships between characteristics of mathematics achievement items and gender differences in performance. Eight randomly equivalent samples of high school seniors were each given a unique form of the ACT Assessment Mathematics Usage Test (ACTM). Students without requisite mathematics courses were deleted from the samples to reduce the confounding effects of differences in instruction at the high school level. Signed measures of DIP were obtained for each item in the eight ACTM forms. These DIP estimates were then analyzed in a 6 × 8 (item category by form) experimental design. A significant item category effect was found indicating a relationship between item characteristics and gender-based DIP. Predictions, based on previous research about the categories of items that would contribute to gender-based DIP, were supported: Geometry and mathematics reasoning items were relatively more difficult for female examinees and the more algorithmic, computation-oriented items were relatively easier. 相似文献
8.
Research Findings: This study provides the first independent investigation of the second most widely used multidimensional assessment in Head Start—the Preschool Child Observation Record, Second Edition (COR-2). We conducted a comprehensive investigation into the validity of the COR-2 using data from all children in an urban school district's Head Start program (N = 4,071). Confirmatory factor analysis revealed a misfit between the 6 developer-defined categories and the data. Although exploratory analyses revealed a possible 4-factor solution, subsequent analyses indicated problems with this structure as well. Item response theory methods were used to determine whether there was support for the 5-point response scale of each item representing an appropriately sequenced set of skill points. Results indicated that nearly half of the COR-2 items had reversed or poorly spaced thresholds, suggesting potential problems with these items' functioning. Practice or Policy: Specific implications of the findings for the further development of the COR-2 in terms of its constructs and items as well as general implications for early childhood assessment are discussed. 相似文献
9.
10.
Thomas P. Gumpel 《Psychology in the schools》1999,36(4):285-293
This paper describes the development of a measure of readiness for first grade. The Readiness Inventory (RI), consists of six items, uses a 4‐point rating scale, and has an alpha of 0.86. The RI was completed on 139 first‐grade children and analyzed using a polytomous rating scale model of Item Response Theory. The instrument shows a high level of item and case fit. Based on an item map which elucidates the latent trait of school readiness as perceived by first‐grade teachers, behaviors dealing with academic skills are less indicative of readiness than abilities dealing with role‐governed behaviors or strategic learning behaviors. The RI was then validated through the examination of two different groups of preschool children: those who underwent an intensive school readiness preparation training (the Home Instruction Program for Preschool Youngsters or HIPPY) and those who did not participate in any such program. Scores on the RI were significantly higher for HIPPY graduates versus non‐HIPPY graduates, a breakdown by sex revealed that only HIPPY boys out‐performed their non‐HIPPY boy peers on the RI. This validation study suggests that the RI is able to discriminate between ready and not‐ready children. © 1999 John Wiley & Sons, Inc. 相似文献
11.
In this study, the transition programs of 326 secondary educational programs for deaf and severely hearing-impaired adolescents were surveyed. Three types of programs were surveyed: residential, mainstream, and "other" (a combination of the first two programs). Sixty-four items depicting desirable transition characteristics were included in the survey, and each item was rated by the programs on a value scale and an implementation scale. Analyses of variance were calculated to determine if there were statistically significant differences among the three program types for each individual survey item on the two rating scales. Based on the data, it appears that the residential schools had higher implementation rates than the mainstream and other programs. All three respondent groups valued the transition items more than they had implemented them (i.e., the value scores were higher than the implementation scores). The data point out the need for researchers and educators to develop and implement more effective transition programs for deaf and severely hearing-impaired students. 相似文献
12.
Validity and Reliability of a Shortened,Revised Version of the Constructivist Learning Environment Survey (CLES) 总被引：1，自引：1，他引：1
The purpose of the study was to investigate the use of an existing instrument, the Constructivist Learning Environment Survey (CLES)(Taylor, Dawson & Fraser, 1995; Taylor, Fraser & Fisher, 1993, 1997), for providing insights into the classroom learning environments of beginning science teachers. In the first year of the study, the CLES was used with 290 upper elementary, middle, and high school science teachers and preservice teachers. As part of a larger study of the classroom environments and teaching practices of beginning science teachers, data also were gathered through classroom observations of and interviews with some of the participating teachers. Exploratory factor analysis and internal consistency reliability analysis, as well as examination of each item and of participants' questions and comments about them, led to a shortened, revised version of the CLES, named the CLES 2(20). The five original scales were retained, but the number of items in each scale was reduced from six to four. The single negatively worded item was eliminated. Some of the original items were rephrased. The revised CLES was then used in the second, third and fourth years of the study. Examples of feedback based on CLES data is provided to researchers to assist them in writing teacher profiles. 相似文献
13.
In this research, we developed and validate an instrument for assessing high-school students’ perceptions of socio-scientific issues (SSI)-based learning in biology. The development of the instrument was carried out using the following four steps: item formulation, content validation, construct validation and reliability calculation. According to an extensive literature review, 28 initial items were formulated for four SSI-based instruction aspects: (1) contextualisation of SSI, (2) student involvement, (3) student attitudes towards SSI-learning and (4) SSI-based learning objectives. Based on the pilot study conducted for construct validation, 24 items were successfully constructed for the four scales and subsequently administered in biology classrooms to 151 students. Factor analysis showed that each of the 24 items had a factor loading at least 0.40 on its own scale and no other scale. Moreover, the four scales accounted for 58.32% of the total variance and the alpha reliability coefficients for the scales ranged from 0.75 to 0.85. According to these findings, the SSI-based Learning Environment Inventory in Biology is valid, reliable and useful.
相似文献14.
Pupils diagnosed with ADHD and pupils with ADHD symptoms tend to do less well at school than their symptom-free peers. This has been found to be particularly true for predominantly inattentive pupils. This paper aimed to establish the relative importance of inattention, hyperactivity and impulsivity to the academic progress of young children. A large dataset which held children's reading and maths attainment at the end of their first year at school, as well as teachers' ratings of ADHD-related behaviours based on the DSM-IV criteria was analysed. Inattention was strongly linked to under-attainment whilst impulsivity was positively related to attainment for similar levels of inattention. The item “Blurts out answers” on the teachers' rating scale was particularly important. When impulsivity acted as an overt sign of cognitive engagement it seemed to have a positive function. This raises questions about the inclusion of the “blurting out” item in the ADHD DSM criteria. 相似文献
15.
Margaret Edwards 《Asia-Pacific Journal of Teacher Education》1993,21(1):33-43
The purpose of this study was to examine students’ perceptions of previously identified negative aspects of practicum during preparation courses for careers in the field of early childhood education. Students at each of three year levels of the course earlier had been surveyed using a Likert‐type instrument following recent practicum experiences. Item frequency analysis was conducted for each separate year group's responses and for the combined group. Analysis of data from the combined responses included item properties, item‐scale relationships, scale properties and instrument factor analysis. Results of factor analysis revealed seven interpretable stressors, the most serious being the cluster labelled ‘physical demands’. The 10 most negative aspects for each year level (i.e. items with the lowest means) were compiled in a subsequent instrument similar to the original but also including a request for explanatory comments following each item. These three instruments were administered at the end of the same year. Student comments on the latter instruments clarified the statistical results and are presented here in the categories of ‘demands on students’, Hime and energy’, ‘coping with written requirements’, and ‘conforming with mistrusted practices’. Reflections on the implications of this illumination of statistical analysis are then presented. 相似文献
16.
Performances of fourth and sixth grade children who had been in a program based on Science—A Process Approach were compared with performances of control groups on two conservation-of-volume tasks. The fourth grade children who had had Science—A Process Approach performed at a higher level than the control group on one of the tasks. There were no other significant differences between groups. The volume tasks were analyzed and learning hierarchies devised. A test based on the hierarchies was constructed and administered to all (189) children. An instructional program based on the hierarchies was carried out with approximately half of the children in each school at each grade level. All children were then post-tested on the volume tasks and the tasks of the learning hierarchies. All groups who had deceived instruction had higher mean scores on the Learning Hierarchies Test but no group made a significant improvement on the volume tasks. Performance of the volume tasks was found to be related to age and score on the Learning Hierarchies Test. 相似文献
17.
John R. Hills Raja G. Subhiyah Thomas M. Hirsch 《Journal of Educational Measurement》1988,25(3):221-231
The 1986 scores from Florida's Statewide Student Assessment Test, Part II (SSAT-II), a minimum-competency test required for high school graduation in Florida, were placed on the scale of the 1984 scores from that test using five different equating procedures. For the highest scoring 84 % of the students, four of the five methods yielded results within 1.5 raw-score points of each other. They would be essentially equally satisfactory in this situation, in which the tests were made parallel item by item in difficulty and content and the groups of examinees were population cohorts separated by only 2 years. Also, the results from six different lengths of anchor items were compared. Anchors of 25, 20, 15, or 10 randomly selected items provided equatings as effective as 30 items using the concurrent IRT equating method, but an anchor of 5 randomly selected items did not 相似文献
18.
Research aimed at developing and validating an instrument to assess secondary school students’ perceptions of assessment tasks was conducted. Following a review of literature, a five‐scale instrument of 40 items was trialled with a sample of 658 science students in 11 English secondary schools. Based on internal consistency reliability data and exploratory factor analysis, refinement decisions resulted in a five‐scale instrument called the Perceptions of assessment tasks inventory (PATI). The scales of the PATI are Congruence with planned learning, Authenticity, Student consultation, Transparency and Diversity. 相似文献
19.
《师资教育杂志》2012,38(1):49-52
A questionnaire assessing attitudes toward small‐group teaching (SGT) was administered to 442 elementary and secondary school teachers from 26 randomly selected schools in Israel. Data was collected on teachers’ prior experience with SGT, their knowledge of the basic characteristics of this approach and their perception of colleagues’ support for the use of innovative teaching techniques. Teachers expressed somewhat negative attitudes toward SGT on a scale dealing with teacher control of the class, but they were distinctly positive on a scale about the efficiency of SGT for presenting subject matter, and most positive regarding the effect of SGT on pupil development. Teachers experienced with SGT were more positive on 2 out of 3 attitude scales than were those with no experience. Data from measures of teachers’ understanding of SGT characteristics, their perception of colleagual support for innovative teaching and prior experience with SGT accounted for 30 per cent of the variance (canonical R = 0.55) in their responses to the three attitude scales. Findings were discussed in terms of their implications for a model of instructional innovation. 相似文献
20.
Ramazan Basturk 《Assessment & Evaluation in Higher Education》2008,33(4):431-444
This study investigated the usefulness of the many‐facet Rasch model (MFRM) in evaluating the quality of performance related to PowerPoint presentations in higher education. The Rasch Model utilizes item response theory stating that the probability of a correct response to a test item/task depends largely on a single parameter, the ability of the person. MFRM extends this one‐parameter model to other facets of task difficulty, for example, rater severity, rating scale format, task difficulty levels. This paper specifically investigated presentation ability in terms of items/task difficulty and rater severity/leniency. First‐year science education students prepared and used the PowerPoint presentation software program during the autumn semester of the 2005–2006 school year in the ‘Introduction to the Teaching Profession’ course. The students were divided into six sub‐groups and each sub‐group was given an instructional topic, based on the content and objectives of the course, to prepare a PowerPoint presentation. Seven judges, including the course instructor, evaluated each group’s PowerPoint presentation performance using ‘A+ PowerPoint Rubric’. The results of this study show that the MFRM technique is a powerful tool for handling polytomous data in performance and peer assessment in higher education. 相似文献