Confidence Intervals for Weighted Composite Scores Under the Compound Binomial Error Model          下载免费PDF全文

Kyung Yong Kim  Won‐Chan Lee 《Journal of Educational Measurement》2018,55(1):152-172

Reporting confidence intervals with test scores helps test users make important decisions about examinees by providing information about the precision of test scores. Although a variety of estimation procedures based on the binomial error model are available for computing intervals for test scores, these procedures assume that items are randomly drawn from a undifferentiated universe of items, and therefore might not be suitable for tests developed according to a table of specifications. To address this issue, four interval estimation procedures that use category subscores for the computation of confidence intervals are presented in this article. All four estimation procedures assume that subscores instead of test scores follow a binomial distribution (i.e., compound binomial error model). The relative performance of the four compound binomial–based interval estimation procedures is compared to each other and to the better known normal approximation and Wilson score procedures based on the binomial error model.  相似文献   

Writing Self-Efficacy in Young Children: Issues for the Early Grades Environment     

Jin-Ah?Kim  Anthony?W.?LorsbachEmail author 《Learning Environments Research》2005,8(2):157-175

The intent of this study was to examine young children’s perceptions of writing self-efficacy (Grades K–1). Most research studies find a significant relationship between self-efficacy and achievement in older students (Grades 4–16). Research has also shown that children are affected by personal perceived self-efficacy. Therefore, self-efficacy can affect young learners as well. There are few self-efficacy studies among young learners, especially kindergarten and first grade. This study was conducted to determine if young learners could describe their writing self-efficacy and, if so, how student perceptions compare to teachers’ and researchers’ perceptions.The data showed that participating students from kindergarten and first grade could describe their writing self-efficacy. Several characteristics of children with high and low writing self-efficacy are discussed. Comparisons between teachers’, researchers’, and children’s perceptions of writing self-efficacy showed consistency with 14 of the 18 student participants.  相似文献   

Detection of Differential Item Functioning in Multiple Groups     

Seock-Ho Kim  Allan S. Cohen  Tae-Hak Park 《Journal of Educational Measurement》1995,32(3):261-276

Detection of differential item functioning (DIF) is most often done between two groups of examinees under item response theory. It is sometimes important, however, to determine whether DIF is present in more than two groups. In this article we present a method for detection of DIF in multiple groups. The method is closely related to Lard's chi-square for comparing vectors of item parameters estimated in two groups. An example using real data is provided.  相似文献   

Pre-service teachers’ conceptions of effective teacher talk: their critical reflections on a sample teacher-student dialogue     

Ji-Eun Lee  Kyoung-Tae Kim 《Educational Studies in Mathematics》2016,93(3):363-381

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The Challenges and Possibilities of Social Work with Indigenous Families     

Kim Markie-Frost 《International Journal of Disability, Development & Education》2016,63(1):140-144

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Changing beginning teachers’ content knowledge and its effects on student learning     

Oleg A. Sinelnikov  Insook Kim  Phillip Ward  Mathew Curtner-Smith  Weidong Li 《Physical Education & Sport Pedagogy》2016,21(4):425-440

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Development and application of a two‐tier multiple choice diagnostic instrument to assess high school students' understanding of inorganic chemistry qualitative analysis*     

Kim Chwee Daniel Tan  Ngoh Khang Goh  Lian Sai Chia  David F. Treagust 《科学教学研究杂志》2002,39(4):283-301

This article describes the development and application of a two‐tier multiple choice diagnostic instrument to assess high school students' understanding of inorganic chemistry qualitative analysis. The development of the diagnostic instrument was guided by the framework outlined by Treagust. The instrument was administered to 915 Grade 10 students (15 to 17 years old) from 11 schools after they had learned the theory involved in qualitative analysis and after a series of qualitative analysis practical sessions. The Cronbach alpha reliability of the instrument was .68, the facility indices ranged from .17 to .48, and the discrimination indices ranged from .20 to .53. The study showed that the Grade 10 students had difficulty understanding the reactions involved in the identification of cations and anions, for example, double decomposition reactions, the formation and reaction of complex salts, and thermal decomposition. The findings of the study and literature on practical work were used to develop a qualitative analysis teaching package. © 2002 Wiley Periodicals Inc. J Res Sci Teach 39: 283–301, 2002  相似文献   

Abstract     

Melanie Killen  Jennie Lee–Kim  Heidi McGlothlin  & Charles Stangor 《Monographs of the Society for Research in Child Development》2002,67(4):vii-vii

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The “Nature” of leadership philosophy in outdoor and adventure education: Partnership or predation     

Kim S. Uhlik 《Journal of Adventure Education & Outdoor Learning》2006,6(2):135-142

Nature continually impresses humans in its role as an omnipresent, if not ultimate, source of power. One hallmark of outdoor and adventure education (OAE) has been its presumption that humans' interaction with aspects of Nature's “power” promotes the antecedents of leadership: measurable, persistent psychological effects and behavioral modifications including self-awareness, self-reliance, and stewardship. Recently, an unresolved discourse has arisen involving the guiding philosophies and actual outcomes derived from programs assembled under various combinations of the terms outdoor, adventure, environment, recreation, and education. Unifying these five terms is leadership potential mediated through Nature's metaphorical majesty and demonstrable power. However, Nature can be an ally, a medium, or an enemy, and outcomes resulting from OAE programs should be congruent with a consciously examined, coherent philosophy. A theoretical model depicts combinations of society, civilization, and culture placed along a continuum ranging from predation to partnership to demonstrate that the type of leadership emanating from any two or more perspectives may be very different. Nature is a complex system that is both predatory and partnering, and leadership in OAE must purposefully select and design programs that embrace the appropriate philosophy of Nature.  相似文献   

Development of a global lifelong learning index for future education     

JuSeuk Kim 《Asia Pacific Education Review》2016,17(3):439-463

Since the transition from industrial society to a knowledge-based society, the source of national competitiveness is also changing. In this context, lifelong education has become a new competitive strategy for countries. This study broadly consists of three steps. Step I features a theoretical review of global lifelong learning indices and a comparison of the indices with existing ones. Step II introduces the process of development of indices based on the previous studies. Step III compares the rankings of countries in the area of lifelong learning based on the indices. Indices developed through this study will be used to evaluate the lifelong learning level of a specific country and to compare that with the lifelong learning levels of major countries around the world. In addition, the strengths and the weaknesses of the lifelong learning system of a specific country will be identified based on the indices, and the efforts that the country should make as a priority to improve the competitiveness of its lifelong learning system will be identified. To sum up, these indices will be able to be used as a reference when countries evaluate policies related to lifelong learning and make decisions that aim to improve the competitiveness of lifelong education.  相似文献