IRT Approaches to Modeling Scores on Mixed-Format Tests     

Won-Chan Lee  Stella Y. Kim  Jiwon Choi  Yujin Kang 《Journal of Educational Measurement》2020,57(2):230-254

This article considers psychometric properties of composite raw scores and transformed scale scores on mixed-format tests that consist of a mixture of multiple-choice and free-response items. Test scores on several mixed-format tests are evaluated with respect to conditional and overall standard errors of measurement, score reliability, and classification consistency and accuracy under three item response theory (IRT) frameworks: unidimensional IRT (UIRT), simple structure multidimensional IRT (SS-MIRT), and bifactor multidimensional IRT (BF-MIRT) models. Illustrative examples are presented using data from three mixed-format exams with various levels of format effects. In general, the two MIRT models produced similar results, while the UIRT model resulted in consistently lower estimates of reliability and classification consistency/accuracy indices compared to the MIRT models.  相似文献   

Orthogonal nonnegative matrix tri-factorization for co-clustering: Multiplicative updates on Stiefel manifolds     

Jiho Yoo  Seungjin Choi 《Information processing & management》2010

Matrix factorization-based methods become popular in dyadic data analysis, where a fundamental problem, for example, is to perform document clustering or co-clustering words and documents given a term-document matrix. Nonnegative matrix tri-factorization (NMTF) emerges as a promising tool for co-clustering, seeking a 3-factor decomposition X≈USV^?$\mathit{X}\approx {\mathit{USV}}^{?}$ with all factor matrices restricted to be nonnegative, i.e., U?0,S?0,V?0.$\mathit{U}?0\text{,}\mathit{S}?0\text{,}\mathit{V}?0\text{.}$ In this paper we develop multiplicative updates for orthogonal NMTF where X≈USV^?$\mathit{X}\approx {\mathit{USV}}^{?}$ is pursued with orthogonality constraints, U^?U=I,${\mathit{U}}^{?}\mathit{U}=\mathit{I}\text{,}$ and V^?V=I${\mathit{V}}^{?}\mathit{V}=\mathit{I}$, exploiting true gradients on Stiefel manifolds. Experiments on various document data sets demonstrate that our method works well for document clustering and is useful in revealing polysemous words via co-clustering words and documents.  相似文献   

Designing a business model for financial products for cultural heritage in the Korean market     

Hee Min Choi  Bong Hwan Ko  So Young Sohn 《Journal of Cultural Heritage》2010,11(3):315-320

There are many contingent valuation (CV) studies to estimate the economic benefits of cultural heritage, but few provided advice on the design of financial products for cultural heritage assets. This paper conducted conjoint and willingness-to-pay (WTP) analyses for providing the design implication of these financial products. We calculated WTP for each attribute. The result of conjoint analysis shows that people prefer a short period of investment, high-expected rate of return and small amount of money invested. Only the amount invested and the rate of return on investment are significant to estimate WTP for these financial products.  相似文献   

Can EFL Speakers Communicate in English-mediated Classes?: A Case of a Liberal Arts Class for Engineering Students in Korea     

Jinsook Choi  Bradley Tatar  Jeongyeon Kim 《Journal of Intercultural Communication Research》2014,43(4):369-385

The purpose of this paper is twofold: (1) to explore what factors prevent English as a foreign language (EFL) students from participating in English-medium instruction classes; and (2) to examine how dialogic teaching techniques enhance students’ participation in classroom interaction. Utilizing the notions of “communicative competence” and “truncated repertoire,” we first investigated the barriers to communication in classrooms. We next examined how EFL speakers are able to communicate in English-medium instruction (EMI) classes. The findings suggest that when the instruction was designed to reduce cultural barriers and to facilitate authentic discussion, EFL students were able to participate in classroom interaction, and they perceived discussion as a way to learn an unfamiliar subject taught in English.  相似文献   

Platonic and sophistic understanding of oral, literal and televisual sign as educational means     

Chul-Byung Choi 《Asia Pacific Education Review》2001,2(2):15-27

What follows is an attempt to isolate thespecificity of the new way of communication and education i.e., thetelevised image by comparing and contrasting it to the more traditional medial means,oral and literal sign. There will be several Ariadnian threads running through this labyrinth. One will be the phenomenon of self-deception: the central fear of Plato. Self-deception is to be interpreted in the widest possible sense: self-deception in relation to ourselves, to others, and our surrounding environment. Related to this will be the idea of a remedy ‘against’ that self-deception; does each medium have a remedial moment (what Plato reserved for philosophical speech)? Traditionally, we speak about three kinds of remedy: philosophical (radical reflection), scientific (the ‘objective’ point of view), and aesthetic (disinterested contemplation): what contributions do the newer mediums make? Sophistic self-deception or its remedial? What too will be a theme of this paper is how as we move from older, more familiar sorts of representations towardstelevised image, rational and educational categories falter and the specific attitude towards new images becomes more difficult to isolate.  相似文献   

Teaching Technology Integration to K-12 Educators: A ‘Gamified’ Approach     

Theodore J. Kopcha  Lu Ding  Kalianne L. Neumann  Ikseon Choi 《TechTrends》2016,60(1):62-69

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Utilizing online learning data to design face-to-face activities in a flipped classroom: a case study of heterogeneous group formation     

Han  Jeongyun  Huh  Sun Young  Cho  Young Hoan  Park  SoHyun  Choi  Jinhan  Suh  Bongwon  Rhee  Wonjong 《Educational technology research and development : ETR & D》2020,68(5):2055-2071

This study investigates the possibility of utilizing online learning data to design face-to-face activities in a flipped classroom. We focus on heterogeneous group formation for effective collaborative learning. Fifty-three undergraduate students (18 males, 35 females) participated in this study, and 8 students (3 males, 5 females) among them joined post-study interviews. For this study, a total of 6 student characteristics were used: three demographic characteristics obtained from a simple survey and three academic characteristics captured from online learning data. We define three demographic group heterogeneity variables and three academic group heterogeneity variables, where each variable is calculated using the corresponding student characteristic. In this way, each heterogeneity variables represents a degree of diversity within the group. Then, a two-stage hierarchical regression analysis was conducted to identify the significant group heterogeneity variables that influence face-to-face group achievement. The results show that the academic group heterogeneity variables, which were derived from the online learning data, accounted for a significant proportion of the variance in the group achievement when the demographic group heterogeneity variables were controlled. The interviews also reveal that the academic group heterogeneity indeed affected group interaction and learning outcome. These findings highlight that online learning data can be utilized to obtain relevant information for effective face-to-face activity design in a flipped classroom. Based on the results, we discuss the advantages of this data utilization approach and other implications for face-to-face activity design.

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Learning Classroom Management Through Web-Based Case Instruction: Implications for Early Childhood Teacher Education     

Kyunghwa Lee  Ikseon Choi 《Early Childhood Education Journal》2008,35(6):495-503

In this article, we report a research project on web-based case instruction that was developed and implemented to allow prospective early childhood teachers to be exposed to various dilemmas faced by practicing teachers. The goal of this project was to design an instructional tool and method that could help prospective teachers expand their notion of classroom management beyond a set of techniques. We collected 23 prospective teachers’ pre and postessays before and after the 3-week implementation of the web-based case instruction, along with surveys and a focus group interview data. The initial data analysis results indicated that this instructional method was effective for (a) promoting prospective teachers’ awareness of multiple perspectives, (b) encouraging them to explore diverse ways of problem solving, and (c) articulating their justification based on a sense of moral responsibility and affective engagement. We conclude with implications for future research and early childhood teacher education.

Kyunghwa LeeEmail:

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Teacher–Child Interactions and the Development of Executive Function in Preschool-Age Children Attending Head Start     

Ji Young Choi  Sherri Castle  Amy C. Williamson  Emisha Young  Lauren Worley  Melissa Long 《Early education and development》2016,27(6):751-769

Research Findings: The purpose of this study was to examine the potential contribution of teacher–child interactions to residualized Inhibitory Control (IC) gains over approximately a six-month period for preschoolers from predominantly low-income households. The study also explored whether the association between quality of teacher–child interactions and IC gains depends on children’s IC skills upon classroom entry and their household income-to-needs ratio. The study included 169 preschoolers from 51 classrooms in a Head Start program run by an agency in a large city in Oklahoma. Children’s IC skills were assessed in fall (time 1) and spring (time 2), and teacher–child interaction quality was observed at fall (i.e., September through November). Results from Hierarchical Linear Modeling (HLM) did not show significant effects of high-quality teacher–child interactions on residualized IC gains over six months. However, results showed that children who initially presented poor IC skills displayed higher gains in their IC skills at spring when they were in classrooms practicing high-quality teacher–child interactions, as defined by emotional support and classroom organization. Practice or Policy: Emotionally supportive and well-organized classrooms in Head Start programs may benefit early IC development, especially for children presenting poor IC skills at classroom entry.  相似文献   

New products     

Kup-Sze Choi  Chum-Ming Chow  King-Hung Lo 《TechTrends》2002,46(3):52-52

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