A Cross-Age Study of the Understanding of Three Genetic Concepts: How Do They Image the Gene, DNA and Chromosome?     

Arzu Saka  Lale Cerrah  Ali Rıza Akdeniz  Alipaşa Ayas 《Journal of Science Education and Technology》2006,15(2):192-202

The study was carried out with 175 Turkish students by using drawings at different ages understanding of gene, DNA and chromosome concepts. Students from 8th, 9th, 11th grades and, science and biology student teachers were simply asked to draw the structure of gene, DNA and chromosome in a cell and also to give explanations about these three concepts. Differences in understanding between the age groups were found to be significant for the concepts of gene and DNA. None of the groups exhibit sound understanding and regardless of the age levels, students in all groups had alternative ideas about the three concepts investigated.  相似文献   

Evaluating item response theory linking and model fit for data from PISA 2000–2012     

Matthias von Davier  Kentaro Yamamoto  Hyo Jeong Shin  Henry Chen  Lale Khorramdel  Jon Weeks 《Assessment in Education: Principles, Policy & Practice》2019,26(4):466-488

ABSTRACT

Based on concerns about the item response theory (IRT) linking approach used in the Programme for International Student Assessment (PISA) until 2012 as well as the desire to include new, more complex, interactive items with the introduction of computer-based assessments, alternative IRT linking methods were implemented in the 2015 PISA round. The new linking method represents a concurrent calibration using all available data, enabling us to find item parameters that maximize fit across all groups and allowing us to investigate measurement invariance across groups. Apart from the Rasch model that historically has been used in PISA operational analyses, we compared our method against more general IRT models that can incorporate item-by-country interactions. The results suggest that our proposed method holds promise not only to provide a strong linkage across countries and cycles but also to serve as a tool for investigating measurement invariance.  相似文献   

The Benefits of Fixed Item Parameter Calibration for Parameter Accuracy in Small Sample Situations in Large‐Scale Assessments     

Christoph Knig  Lale Khorramdel  Kentaro Yamamoto  Andreas Frey 《Educational Measurement》2021,40(1):17-27

Large‐scale assessments such as the Programme for International Student Assessment (PISA) have field trials where new survey features are tested for utility in the main survey. Because of resource constraints, there is a trade‐off between how much of the sample can be used to test new survey features and how much can be used for the initial item response theory (IRT) scaling. Utilizing real assessment data of the PISA 2015 Science assessment, this article demonstrates that using fixed item parameter calibration (FIPC) in the field trial yields stable item parameter estimates in the initial IRT scaling for samples as small as n = 250 per country. Moreover, the results indicate that for the recovery of the county‐specific latent trait distributions, the estimates of the trend items (i.e., the information introduced into the calibration) are crucial. Thus, concerning the country‐level sample size of n = 1,950 currently used in the PISA field trial, FIPC is useful for increasing the number of survey features that can be examined during the field trial without the need to increase the total sample size. This enables international large‐scale assessments such as PISA to keep up with state‐of‐the‐art developments regarding assessment frameworks, psychometric models, and delivery platform capabilities.  相似文献   

Predicting career adaptability through self-esteem and social support: A research on young adults     

Lale Oral Ataç  Deniz Dirik  Hilmiye Türesin Tetik 《International Journal for Educational and Vocational Guidance》2018,18(1):45-61

The purpose of this study is to investigate the relationship between career adaptability and self-esteem, and analyze the moderating role of social support in this relationship on a sample of 313 young adults. The results of the study confirm that career adaptability is significantly predicted by self-esteem. Moreover, findings suggest that (1) self-esteem enhances career adaptability, (2) perceived social support positively predicts career adaptability, and (3) perceived social support plays a moderating role in the relationship between perceptions of self-esteem and career adaptability sub-scales. Self-esteem and social support positively predict young adults’ career adaptability above and beyond the effects of demographics.  相似文献