Journal articles on the topic 'Educational tests and measurements'
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Sternberg, Robert J. "Ability tests, measurements, and markets." Journal of Educational Psychology 84, no. 2 (1992): 134–40. http://dx.doi.org/10.1037/0022-0663.84.2.134.
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Scheirs, J. G. M. "A Priori and A Posteriori Tests on Repeated Measurements." Educational Psychology 12, no. 1 (January 1992): 63–72. http://dx.doi.org/10.1080/0144341920120105.
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Glas, Cees A. W. "Item response theory in educational assessment and evaluation." Mesure et évaluation en éducation 31, no. 2 (May 13, 2014): 19–34. http://dx.doi.org/10.7202/1025005ar.
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Item response theory provides a useful and theoretically well-founded framework for educational measurement. It supports such activities as the construction of measurement instruments, linking and equating measurements, and evaluation of test bias and differential item functioning. It further provides underpinnings for item banking and flexible test administration designs, such as multiple matrix sampling, flexi-level testing, and computerized adaptive testing. First, a concise introduction to the principles of IRT models is given. The models discussed pertain to dichotomous items (items that are scored as either correct or incorrect) and polytomous items (items with partial credit scoring, such as most types of openended questions and performance assessments). Second, it is shown how an IRT measurement model can be enhanced with a structural model, such as, for instance, an analysis of variance model, to relate data from achievement and ability tests to students’ background variables, such as socio-economic status, intelligence or cultural capital, to school variables, and to features of the schooling system. Two applications are presented. The first one pertains to equating and linking of assessments, and the second one to a combination of an IRT measurement model and a multilevel linear model useful in school effectiveness research.
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Nowak-Dzieszko, K., and T. Kisilewicz. "Internal particulate matter pollution in educational building." E3S Web of Conferences 172 (2020): 06008. http://dx.doi.org/10.1051/e3sconf/202017206008.
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The authors undertook research on the proper strategy of operation of educational building with gravitational ventilation in historic city center with high concentration of particulate matter PM10 and PM 2.5. In this facility the momentary increase in carbon dioxide concentration is often very high, and at the same time health requirements regarding atmospheric aerosol should be absolutely met. That is why long-term measurements of PM concentration outside and inside, as well as carbon dioxide concentration inside were carried out. CO2 was used also as a tracer gas for measurement of air change intensity. The article presents the first results of these tests and a correlation that occurs between the external and internal concentration of particulate matter PM 10 and PM 2.5. Due to a significant filtration effect of the external building envelope and particle deposition a potential conflict between required gravitational ventilation intensity and internal air pollution with particulate matters was partially reduced.
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Qo’ldoshev, Rustambek, Habiba Jumayeva, Aziza Husenova, Lazizbek Xaitov, Victoria Gudzina, and G‘aybullo Sanoyev. "Assessment of the effectiveness of the physical education process in preschool educational organizations." E3S Web of Conferences 538 (2024): 05042. http://dx.doi.org/10.1051/e3sconf/202453805042.
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Diagnostic control model is analyzed through special exercises, standardized measurements or tests to evaluate the effectiveness of the process of physical education in preschool educational institutions.
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Oosterveld, Paul, and Johan Hoogstraten. "The Differential Predictive Validity of Two Measurements of Cognitive Ability." Perceptual and Motor Skills 82, no. 3 (June 1996): 817–18. http://dx.doi.org/10.2466/pms.1996.82.3.817.
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In this study was compared the relative predictive power of an achievement test and a self-report questionnaire for cognitive abilities in the context of prediction of educational achievement. With average grades, the multiple correlation of scores on both tests administered to a sample of 232 pupils in secondary education showed only marginal differences.
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Зыков, Сергей Викторович, Алексей Андреевич Незнанов, and Ольга Вениаминовна Максименкова. "Tests for normality as mathematical support for educational measurement software." Program Systems: Theory and Applications 9, no. 4 (November 19, 2018): 199–218. http://dx.doi.org/10.25209/2079-3316-2018-9-4-199-218.
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В статье обсуждается задача проверки гипотез о типе распределения данных, получаемых при измерениях в образовании, в программных системах. Приведён обзор критериев проверки нормальности, имеющих дискретные аппроксимации, что делает их пригодными для реализации в программных системах. Обсуждается место и необходимость применения указанных критериев при автоматизации измерений в образовании. Результаты обзора положены в основу алгоритма подбора критерия или группы критериев в программной системе, ориентированной на измерения в образовании.
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Budakova, Anna V., Maxim V. Likhanov, Teemu Toivainen, Alexey V. Zhurbitskiy, Elina O. Sitnikova, Elizaveta M. Bezrukova, and Yulia Kovas. "Measuring Spatial Ability for Talent Identification, Educational Assessment, and Support: Evidence from Adolescents with High Achievement in Science, Arts, and Sports." Psychology in Russia: State of the Art 14, no. 2 (2021): 59–85. http://dx.doi.org/10.11621/pir.2021.0205.
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Background. Spatial ability (SA) is a robust predictor of academic and occupational achievement. The present study investigated the psychometric properties of 10 tests for measuring of SA in a sample of talented schoolchildren. Objective. Our purpose was to identify the most suitable measurements for SA for the purpose of talent identification, educational assessment, and support. Design. Our sample consisted of 1479 schoolchildren who had demonstrated high achievement in Science, Arts, or Sports. Several criteria were applied to evaluate the measurements, including an absence of floor and ceiling effects, low redundancy, high reliability, and external validity. Results. Based on these criteria, we included the following four tests in an Online Short Spatial Ability Battery “OSSAB”: Pattern Assembly; Mechanical Reasoning; Paper Folding; and Shape Rotation. Further analysis found differences in spatial ability across the three groups of gifted adolescents. The Science track showed the highest results in all four tests. Conclusion. Overall, the study suggested that the Online Short Spatial Ability Battery (OSSAB) can be used for talent identification, educational assessment, and support. The analysis showed a unifactorial structure of spatial abilities. Future research is needed to evaluate the use of this battery with other specific samples and unselected populations.
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Chatzimichail, Theodora, and Aristides T. Hatjimihail. "A Software Tool for Exploring the Relation between Diagnostic Accuracy and Measurement Uncertainty." Diagnostics 10, no. 9 (August 19, 2020): 610. http://dx.doi.org/10.3390/diagnostics10090610.
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Screening and diagnostic tests are used to classify people with and without a disease. Diagnostic accuracy measures are used to evaluate the correctness of a classification in clinical research and practice. Although this depends on the uncertainty of measurement, there has been limited research on their relation. The objective of this work was to develop an exploratory tool for the relation between diagnostic accuracy measures and measurement uncertainty, as diagnostic accuracy is fundamental to clinical decision-making, while measurement uncertainty is critical to quality and risk management in laboratory medicine. For this reason, a freely available interactive program was developed for calculating, optimizing, plotting and comparing various diagnostic accuracy measures and the corresponding risk of diagnostic or screening tests measuring a normally distributed measurand, applied at a single point in time in non-diseased and diseased populations. This is done for differing prevalence of the disease, mean and standard deviation of the measurand, diagnostic threshold, standard measurement uncertainty of the tests and expected loss. The application of the program is illustrated with a case study of glucose measurements in diabetic and non-diabetic populations. The program is user-friendly and can be used as an educational and research tool in medical decision-making.
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А.А., Huseynova, and Vashchinnikova K.D. "IMPACT ASSESSMENT ON LEARNING MOTIVATION IN THE FRAMEWORK OF THE COMPETENCE APPROACH IN EDUCATION." “Educational bulletin “Consciousness” 22, no. 9 (September 22, 2020): 28–34. http://dx.doi.org/10.26787/nydha-2686-6846-2020-22-9-28-34.
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Turning to the new educational paradigm, the research paper considers the conditions for ensuring the effective-ness of authentic assessment of students ' achievements within the competence approach and the transition from traditional knowledge control to tests developed on the basis of the theory of pedagogical measurements. Special attention is paid to independent assessment as a tool for stimulating learning activities, as well as to the justifica-tion of the pattern design method used in the develop-ment of measurement tools. The experimental basis of the study is based on the results of an independent assess-ment of educational achievements of students of the sen-ior level of secondary vocational education in social studies in several educational organizations. As a result of the survey of participants in independent testing, the formation of a stable positive learning motivation is not-ed. The relationship with the assessment of the impact on educational motivation is confirmed by the respondents ' attitude to the authentic assessment procedure on the part of participants in the assessment process: school-children, teachers, and parents. As a result, it was re-vealed that all subjects of the educational process evalu-ate the impact of the proposed method of assessment on educational motivation from a positive side.
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Ricordeau, Philippe, Pierre Durieux, Alain Weill, Gilles Chatellier, Nathalie Vallier, Alvine Bissery, Pierre Fender, and Hubert Allemand. "EFFECT OF A NATIONWIDE PROGRAM OF EDUCATIONAL OUTREACH VISITS TO IMPROVE THE PROCESSES OF CARE FOR PATIENTS WITH TYPE 2 DIABETES." International Journal of Technology Assessment in Health Care 19, no. 4 (December 2003): 705–10. http://dx.doi.org/10.1017/s0266462303000679.
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Objectives: To improve processes of ambulatory care for patients with type 2 diabetes in a nationwide program.Methods: Interrupted time-series analysis with audits of practice. To implement selected recommendations of national guidelines, educational outreach visits (office visits or phone discussions) were offered to all French physicians who diagnosed one case of type 2 diabetes during a six-month intervention period. Outcome measures were the number of HBA1c measurements recorded monthly in the medical insurance computer database and the proportion of diabetic patients for whom one test had been reimbursed during the previous six months (HBA1c, fasting blood glucose) or previous twelve months (serum cholesterol, serum creatinine, urine microalbumin, electrocardiogram, ophthalmologic examination).Results: A total of 15,522 office visits and 9,062 telephone discussions were performed among 22,940 physicians. The increase in the monthly proportion of the number of HBA1c tests to the total number of laboratory tests was higher during the intervention period than during the preintervention (p value<.0001) and postintervention periods (p value<.001). Between the first audit (n=651,574) and the third audit (n=911,871), HBA1c measurements increased from 41.2% to 60.5% and blood glucose measurements performed alone decreased from 38.8% to 18.7%. Urine microalbumin measurements increased from 10.6% before to 15.3% after intervention. Only a slight increase was observed for other tests.Conclusions: Physician to physician outreach visits can be an effective way to improve the processes of care for diabetes and to routinize nationwide use of practice guidelines.
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Morska, Liliya, and Tetiana Storchova. "CHALLENGES IN CREATIVITY DEFINITION AND MEASUREMENT: EDUCATIONAL IMPLICATIONS." Pedagogical Education:Theory and Practice 35 (March 21, 2024): 75–83. http://dx.doi.org/10.32626/2309-9763.2023-75-83.
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The article examines the complex nature of creativity with the goal to project implications for educational settings, starting from its historical evolution, and the challenges associated with its definition and measurement. The study aims at reviewing the main approaches to defining the concept of creativity with a particular focus on educational settings application. Creativity, once attributed to divine sources, is now recognized as a multifaceted human capacity encompassing cognitive, conative, and environmental factors. The research spans various definitions and assessments, including personality and biographical inventories, behavioral tests, and both objective and subjective evaluations of creative outputs. Creativity theories are highlighted, emphasizing creativity's presence across multiple domains. Despite the plethora of testing methods, the paper critiques the dichotomous view of creativity as simply present or absent, advocating for a nuanced understanding that encompasses its varied degrees and dimensions. The study further stresses the importance of considering individual traits and contextual factors as part of a dynamic interplay that influences creativity. For educators, these findings underscore the need for professional development that addresses the broad scope of creative competencies, encouraging a holistic approach to fostering creativity in students. The paper concludes with recommendations for developing clear operational definitions for creativity that can lead to more consistent and reliable assessments within educational research and practice.
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Remia, G., S. Summa, F. Stazi, and C. Di Perna. "Monitoring and analysis of environmental and IAQ conditions in classrooms with controlled mechanical ventilation." Journal of Physics: Conference Series 2648, no. 1 (December 1, 2023): 012030. http://dx.doi.org/10.1088/1742-6596/2648/1/012030.
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Abstract Following the health emergency from COVID-19, indoor air quality control has become of paramount importance, especially inside school buildings. For this reason, in 2021, the Marche region proposed and implemented an extraordinary intervention for the safe conduct of educational activities through the installation in classrooms of controlled mechanical ventilation systems aimed at air exchange. This type of system has been installed in more than 1,200 classrooms belonging to about 130 schools throughout the Marche region. This intervention made it possible to carry out a robust experimental measurement campaign on a significant number of classrooms where controlled mechanical ventilation systems were installed. Specifically, the work proposes a replicable measurement and analysis methodology for classrooms, with the aim of monitoring thermo-hygrometric and air quality conditions for environmental comfort. Thus, the research aims to implement knowledge on environmental comfort in classrooms equipped with controlled mechanical ventilation systems. The proposed measurements and analyses cover the most important environmental variables, i.e., air temperature, relative humidity, and CO2 concentration. In addition, measurements regarding system ventilation flow rates, smoke tests and evaluations of the permeability of classrooms.
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Schepers, J. G., N. C. Adema, M. Lipian, M. Kulak, A. Shahid, A. Best, T. Bendre, et al. "Lessons learned from 10 years of wind tunnel tests on small wind turbines designed by students." Journal of Physics: Conference Series 2767, no. 7 (June 1, 2024): 072009. http://dx.doi.org/10.1088/1742-6596/2767/7/072009.
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Abstract This article discusses results from an international contest, open for university student teams (bachelor and master), involving the design, construction, and testing of small wind turbines in a large wind tunnel. The wind tunnel has an outlet of 2.85 x 2.85 m allowing a maximum rotor swept area of 2 m2 without significant tunnel effects. Both horizontal and vertical axis wind turbines are part of the competition. The turbines are evaluated by an external jury of industry experts based on criteria such as Annual Energy Production, cut-in wind speed, innovations, design, and sustainability. Although the contest has been initiated in 2013 with an educational focus, it has also evolved into a valuable database for scientific purposes by providing a decade worth of performance measurements for roughly 9-10 various turbine concepts each year. The collected data may serve as a unique validation resource for assessing the accuracy of design codes in modelling diverse turbine concepts thanks to detailed design reports with model descriptions accompanying each turbine (such turbine descriptions are often considered confidential for field measurements). The paper aims to explore the scientific value of this database by comparing calculations with measurements, offering explanations where possible, and reporting intriguing findings on unconventional concepts’ performance. Even though not all observations could be explained fully they provide food for thought. Recommendations are provided for both students to enhance their designs and for contest organizers to elevate the scientific value of the measurements in future contests.
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Aichholzer, Julian. "Controlling acquiescence bias in measurement invariance tests." Psihologija 48, no. 4 (2015): 409–29. http://dx.doi.org/10.2298/psi1504409a.
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Assessing measurement invariance (MI) is an important cornerstone in establishing equivalence of instruments and comparability of constructs. However, a common concern is that respondent differences in acquiescence response style (ARS) behavior could entail a lack of MI for the measured constructs. This study investigates if and how ARS impacts MI and the level of MI achieved. Data from two representative samples and two popular short Big Five personality scales were analyzed to study hypothesized ARS differences among educational groups. Multiple-group factor analysis and the random intercept method for controlling ARS are used to investigate MI with and without controlling for ARS. Results suggest that, contrary to expectations, controlling for ARS had little impact on conclusions regarding the level of MI of the instruments. Thus, the results suggest that testing MI is not an appropriate means for detecting ARS differences per se. Implications and further research areas are discussed.
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Alyahya, Dalia, and Nada Almutairi. "The Impact of Electronic Tests on Students’ Performance Assessment." International Education Studies 12, no. 5 (April 29, 2019): 109. http://dx.doi.org/10.5539/ies.v12n5p109.
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This study has aimed to measure the effect of electronic tests on the academic achievements of middle school students in Arabic course. The sample has been divided into two groups; the experimental group and the non-experimental group after using the mixed experimental method. Statistical measurements had been used before, and after, the experiment for both groups; whereas, study tools were consisted of achievements test and focus group. The results have assured the existence of statistical differences between the experimental group and non-experimental group in the (language classification) category marks. The results have shown no statistical differences on the audio comprehension, reading comprehension, writing, handwriting skills, language style, grammatical function and writing expression categories marks, which give preferences to use the electronic test rather than the traditional (pen and paper) test. The study has concluded that teachers must be encouraged to perform continuous evaluation throughout the academic semester by applying electronic tests. They must emphasize on the importance of grounding rules and regulations to apply electronic tests in the educational institutions.
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Royadi, Dedi, Mohd Nasrun Mohd Nawi, and Fitria Supyaningsih. "Measurement of Reliability of Test Instruments Through Management of Education and Psychology." Aptisi Transactions on Management (ATM) 2, no. 2 (July 2, 2018): 149–58. http://dx.doi.org/10.33050/atm.v2i2.788.
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At this time in the world of work or in job management workers are required to be able to solve problems that mean that in education and psychology management must be able to build or develop instruments in all fields of management. The development of measurement instruments in the field of psychology and education many assume the use of unidimensional measurements, which conceptually formulated that there is one type of ability factor, personality, character, and attitude measured by one measurement instrument. This study aims to allow readers to understand the notions of reliability, reliability of learning outcomes tests, general models of reliability, simple methods of estimating reliability, retesting methods, parallel methods, halves, moment product equations, Flanagan equations, Rulon equations, reliability coefficients , and standard measurement errors. In order for this management research to take place smoothly, the researcher uses the literature study method as his research method.
Keywords: Educational management, Measurement Instruments, Reliability
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Törmäkangas, Kari. "Advantages of the Rasch measurement model in analysing educational tests: an applicator's reflection." Educational Research and Evaluation 17, no. 5 (October 2011): 307–20. http://dx.doi.org/10.1080/13803611.2011.630562.
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Karwowski, Maciej, and Bogusław Milerski. "Educational Rationality: Measurement, Correlates, and Consequences." Education Sciences 11, no. 4 (April 12, 2021): 182. http://dx.doi.org/10.3390/educsci11040182.
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This paper introduces and empirically tests the model of tetragonal educational rationality that consists of four interrelated categories: hermeneutic, emancipatory, praxeological, and negational rationalities. Based on a large longitudinal study on primary and middle school students (total N = 1990), we investigated the psychometric properties of the Educational Rationalities Questionnaire (ERQ) and examined relevant correlates, antecedents and longitudinal consequences of the four rationalities. Confirmatory factor analysis corroborated the four-factor structure of the ERQ. Praxeological rationality was more prevalent than hermeneutic rationality, which was accepted more often than emancipatory and negational rationality. Structural equation modeling demonstrated that hermeneutic rationality was primarily driven by participants’ academic self-concept in their native language, as well as extraversion, neuroticism, and valuing creativity. Emancipatory rationality was linked to academic self-concept, valuing creativity, and agreeableness, while praxeological rationality was predicted by extraversion, school achievement, and valuing creativity. Finally, negational rationality was inversely linked with several individual characteristics: academic self-concept, agreeableness, and school achievement. Longitudinal analyses demonstrated that negational rationality was associated with lower grades and more negative emotions during lessons, while hermeneutic rationality was associated with school grades improvement. Emancipatory rationality was related to positive emotions felt during classes, yet negatively with grades. We discuss potential reasons and consequences of these findings.
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Lee, Guemin. "Estimating Conditional Standard Errors of Measurement for Tests Composed of Testlets." Applied Measurement in Education 13, no. 2 (April 2000): 161–80. http://dx.doi.org/10.1207/s15324818ame1302_3.
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Curren, Randall R. "Educational measurement and knowledge of other minds." Theory and Research in Education 2, no. 3 (November 2004): 235–53. http://dx.doi.org/10.1177/1477878504046517.
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This article addresses the capacity of high stakes tests to measure the most significant kinds of learning. It begins by examining a set of philosophical arguments pertaining to construct validity and alleged conceptual obstacles to attributing specific knowledge and skills to learners. The arguments invoke philosophical doctrines of holism and radical interpretation and the theory of situated learning, and they are found to be unsound. The article goes on to examine the difficulties involved in combining adequate validity and reliability in one test. The literature on test item formats is brought to bear on the potential validity of multiple-choice items, and the rater reliability of constructed-response items is addressed through discussion of the methods used by the Educational Testing Service (USA) and a summary report of alternative methods developed by the author and others in cooperation with the California Golden State Examination.
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McNeish, Daniel, and Denis G. Dumas. "Scoring Repeated Standardized Tests to Estimate Capacity, Not Just Current Ability." Policy Insights from the Behavioral and Brain Sciences 6, no. 2 (October 2019): 218–24. http://dx.doi.org/10.1177/2372732219862578.
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Changes to educational policies have proliferated testing data to include multiple-administration assessments that repeatedly measure student performance over time. Psychometric models—extended for this type of data—estimate quantities typically associated with assessments that are given once, such as ability at a specific time point. This article considers how multiple-administration assessment offers the opportunity for models to estimate novel quantities that are not available from traditional single-administration assessments but may be of interest to educational researchers and stakeholders. Specifically, dynamic measurement models can directly estimate capacity—the expected future score once the construct of interest has fully developed. Preliminary evidence for this approach shows it may be less susceptible to effects of socioeconomic status and may improve predictions of future performance. An example with real-life operational assessment data is provided. Extensions and limitations for educational assessment are also discussed.
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Reisberg, Kirkke, Eva-Maria Riso, and Jaak Jürimäe. "Physical fitness in preschool children in relation to later body composition at first grade in school." PLOS ONE 16, no. 1 (January 13, 2021): e0244603. http://dx.doi.org/10.1371/journal.pone.0244603.
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BackgroundThis study aimed to investigate whether better physical fitness in kindergarten predicts later healthier body composition in first grade at school.MethodsBody composition was assessed by skinfold thickness measurements. Physical fitness tests included 20 m shuttle run test, handgrip strength test, standing long jump test, 4x10 m shuttle run test as part of PREFIT fitness test battery, and one-leg stance test from EUROFIT test battery. The participants of this study were 147 Estonian children (51% boys) aged 6–8 years, who were measured in the transition from kindergarten to school.ResultsAfter adjusting for maternal body mass index, educational attainment, child’s sex, age at the measurements, greater cardiovascular and motor fitness, relative lower body strength, static balance at 6.6 yr were associated with lower fat mass index, fat mass percentage at 12-month follow-up. The relative lower body strength above the median at 6.6 yr were related to lower fat mass index and fat mass percentage at 12-month follow-up, while the static balance test results demonstrated the opposite associations. Improvements in the 4x10 m shuttle run test results during the 12-month follow-up period were associated with the most beneficial changes in body composition status, such as increases in fat-free mass index and decreases in fat mass index, fat mass percentage, waist-to-height ratio after adjusting for maternal body mass index, educational attainment, child’s sex, age, at the measurements and baseline values of exposures.ConclusionBetter physical fitness tests results at 6.6 yr in kindergarten generally predicted lower body fat parameters in children at 7.6 yr in first grade at school.
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Miyaç Göktepe, Meral, and Mehmet Günay. "The effects of proprioceptive exercise programme given to female footballers their on balance, proprioceptive sense and functional performance." Journal of Human Sciences 16, no. 3 (December 23, 2019): 1051–70. http://dx.doi.org/10.14687/jhs.v16i4.5824.
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This study aims to investigate the effects of proprioceptive exercise programme given to female football players on their balance, proprioceptive sense and functional performance. 27 female licenced footballers in Balıkesir who had been training regularly for 5 years were included in the research. The footballers were divided into two groups- namely, 14 educational groups. The two-step pre-test and post-test method of the athletes was performed on. Accordingly, on day one bodily weight, height measurements were made. On day two athletes’ static balance and proprioceptive sense measurements were made. On day three the athletes were asked to have a rest. On day four they were given 5, 10 and 20- metre speed and agility tests (Illinois, T test). On day five, the participants were given vertical jump tests. On day six the athletes in the educational group were given a 6-week, 3 days a week proprioceptive exercise programme in addition to their routine training programme. At the end of week 6, the 5-day measurements were repeated and the activity was terminated.
Data analysis, Wilcoxon test was performed to analyse the changes occurring in the pre-test and post-test measurements in the control and the educational groups. The paired comparisons between the groups were made through Mann-Whitney U test. The findings demonstrated that there were significant differences in the pre-test-post-test and static balance scores of the female footballers in the educational group who were given proprioceptive educational programme (p<0.05) and that there were partially significant differences in their proprioceptive sense scores. In the control group, however, no significant differences were found in static balance scores and in the values of proprioceptive sense footballers in the educational group and the footballers in the control group in terms of their vertical jump and speed scores (p>0.05). An examination of the agility tests of the educational group indicated that there were statistically significant differences (p<0.05). Yet, no significant differences were found in the values of the agility tests of the control group (p>0.05). In conclusion, it may be stated that giving proprioceptive programme to female footballers is influential in improving their static balance and agility performance, that it had partially positive effects on proprioceptive sense and that it does not cause significant improvement in their vertical jumping and speed performance.
Extended English summary is in the end of Full Text PDF (TURKISH) file.
Özet
Bu çalışma kadın futbolculara uygulanan proprioseptif egzersiz programının, denge, proprioseptif duyu ve fonksiyonel performans üzerine etkisini araştırmak amacı ile yapılmıştır. Çalışmaya, Balıkesir’de futbol lisansına sahip ve son 5 yıl düzenli olarak antrenman yapan 27 kadın futbolcu katıldı. Futbolcular 14 eğitim ve 13 kontrol grubu olarak iki gruba ayrılmıştır. Sporcuların iki basamaklı ön test-son test yöntemi kullanılarak parametreleri alındı. Çalışmamızda; 1. Gün; Sporculara vücut ağırlığı, boy uzunluğu ölçümleri yapıldı. 2. Gün; Sporculara statik denge, proprioseptif duyu ölçümleri yapıldı. 3. Gün; Sporcuların dinlenmeleri istendi. 4. Gün; Sporculara 5, 10, 20 metre hız ve çeviklik (illinois, T testleri) yapıldı. 5. Gün; Sporculara dikey sıçrama testleri yapıldı. 6. Gün eğitim grubundaki sporculara rutin antrenman programlarına ek olarak 6 hafta sürecek şekilde haftada 3 gün proprioseptif egzersiz programını uygulandı. Kontrol grubun ise normal günlük yaşantı ve antrenman programlarına 6 hafta devam etmeleri sağlandı. 6 hafta sonunda yine 5 gün süren ölçümler aynen tekrar edildi ve çalışma sonlandırıldı. Verierin analizinde, kontrol ve eğitim gruplarının ön test ve son test ölçümlerinde meydana gelen değişimleri incelemek için Wilcoxon testi yapıldı. Gruplar arası ikili karşılaştırmalar Mann-Whitney U testi ile yapıldı. Elde edilen bulgulara göre; proprioseptif eğitim programı uygulanan eğitim grubu kadın futbolcuların ön test-son test, statik denge skorlarında anlamlı farklılığın olduğu (p<0.05), proprioseptif duyu skorlarında kısmen anlamlı farklılığın olduğu tespit edilmiştir. Kontrol grubundaki futbolcuların ise statik denge skorları ve proprioseptif duyu değerleri için istatistiksel olarak anlamlı bir farklılık bulunamamıştır. Eğitim grubu ve kontrol grubundaki futbolcuların dikey sıçrama ve hız değerleri için istatistiksel olarak anlamlı bir farklılık bulunamamıştır (p>0,05). Eğitim grubu çeviklik testleri değerlerine baktığımızda istatistiksel olarak anlamlı bir farklılık bulunmuştur (p<0.05). Kontrol grubu çeviklik testleri değerleri için ise istatistiksel olarak anlamlı bir farklılık bulunamamıştır (p>0,05). Sonuç olarak, kadın futbolcularda, proprioseptif eğitim programı uygulamasının statik denge ve çeviklik performansını iyileştirmede etkili olduğu, proprioseptif duyuya kısmen olumlu düzeyde etki ettiği, dikey sıçrama ile hız performanslarında ise anlamlı düzeyde iyileşmenin olmadığı söylenebilir.
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Balluerka, Nekane, Ian Plewis, Arantxa Gorostiaga, and José-Luis Padilla. "Examining Sources of DIF in Psychological and Educational Assessment Using Multilevel Logistic Regression." Methodology 10, no. 2 (September 1, 2014): 71–79. http://dx.doi.org/10.1027/1614-2241/a000076.
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In the last three decades, important progress has been made toward more efficient statistical techniques for detecting Differential Item Functioning (DIF). However, the findings are scant when it comes to explaining DIF. Multilevel regression models can expand the knowledge of DIF causes, specifying a DIF parameter that varies randomly over items and testing hypotheses on sources of DIF shared by item bundles. The present study uses multilevel logistic regression to identify the item characteristics that could explain the presence of DIF in short tests or questionnaires, which are usually used in psychological and educational assessment. The usefulness of the approach is tested on measurements of the attitudes toward science of Spanish and English pupils obtained from the OECD Programme for International Student Assessment database.
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Abu Bakar, Kaseh. "JUST MEASUREMENT AND EVALUATIONIN THE ISLAMIC WORLDVIEW." International Journal of Advanced Research 11, no. 08 (August 31, 2023): 873–77. http://dx.doi.org/10.21474/ijar01/17464.
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This paper delves into the intricate relationship between justice, just measurement, and the Islamic worldview. It explores how the concept of justice in Islam extends beyond mere convenience, gaining spiritual significance with the advent of the religion. Precise measurements play a vital role in various acts of devotion, from determining prayer directions to calculating times for obligatory and non-obligatory rituals. The paper also discusses Islamic perspective on life as a series of tests, where evaluation and measurement are pivotal. The accumulation of deeds, intentions, and actions is meticulously recorded, serving as both incentives and deterrents. The consequences of these measures are experienced in the Hereafter, influencing ones eternal fate.Self-evaluation is highlighted as a means of measuring ones own faith and deeds, ultimately promoting self-improvement. Justice is portrayed as a central moral precept, tied to prosperity, faith expression, and moral excellence. The Quran is referred to as the ultimate measure for upholding morality.This discussion emphasizes the significance of just measurement in various contexts, including economics, governance, and educational assessment. The importance of moral measurement and judgment throughout history is discussed, aligning with Islamic principles and promoting excellence in society.In conclusion, this paper underscores the ethical obligation of applying just measurements and evaluations, rooted in the principles of Islam and methods of validity, to promote justice and moral integrity in various aspects of life.
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Paap, Muirne C. S., Sebastian Born, and Johan Braeken. "Measurement Efficiency for Fixed-Precision Multidimensional Computerized Adaptive Tests: Comparing Health Measurement and Educational Testing Using Example Banks." Applied Psychological Measurement 43, no. 1 (April 23, 2018): 68–83. http://dx.doi.org/10.1177/0146621618765719.
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It is currently not entirely clear to what degree the research on multidimensional computerized adaptive testing (CAT) conducted in the field of educational testing can be generalized to fields such as health assessment, where CAT design factors differ considerably from those typically used in educational testing. In this study, the impact of a number of important design factors on CAT performance is systematically evaluated, using realistic example item banks for two main scenarios: health assessment (polytomous items, small to medium item bank sizes, high discrimination parameters) and educational testing (dichotomous items, large item banks, small- to medium-sized discrimination parameters). Measurement efficiency is evaluated for both between-item multidimensional CATs and separate unidimensional CATs for each latent dimension. In this study, we focus on fixed-precision (variable-length) CATs because it is both feasible and desirable in health settings, but so far most research regarding CAT has focused on fixed-length testing. This study shows that the benefits associated with fixed-precision multidimensional CAT hold under a wide variety of circumstances.
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Martín-Garín, Alexander, José Antonio Millán-García, Juan María Hidalgo-Betanzos, Rufino Javier Hernández-Minguillón, and Abderrahmane Baïri. "Airtightness Analysis of the Built Heritage–Field Measurements of Nineteenth Century Buildings through Blower Door Tests." Energies 13, no. 24 (December 20, 2020): 6727. http://dx.doi.org/10.3390/en13246727.
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Airtightness is a major issue in architectural design and it has a significant impact on the energy performance of buildings. Moreover, the energy behaviour of built heritage is due, to its singular characteristics, still a great unknown. The aim of this study is to establish a better knowledge of the airtightness of historical buildings, based on an in depth field study using blower-door tests. A set of 37 enclosures were analyzed inside eight buildings located in historical areas of a Spanish city with a significant built heritage. They were constructed between 1882 and 1919 and include diverse construction typologies applied for many building uses such as residential, cultural, educational, administrative and emblematic. The results indicate lower values compared to other previous airtightness studies of historical buildings. The average air change rate was found to be n50 = 9.03 h−1 and the airtightness of the enclosures presented a wide range of between 0.68 and 37.12 h−1. Three main levels of airtightness were identified with two thirds of the tested samples belonging to the intermediate level between 3–20 h−1. To conclude, several correlations have been developed which provide a method to estimate air leakage and could serve as a basis for energy performance studies of these kinds of building.
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James Popham, W., David C. Berliner, Neal M. Kingston, Susan H. Fuhrman, Steven M. Ladd, Jeffrey Charbonneau, and Madhabi Chatterji. "Can today’s standardized achievement tests yield instructionally useful data?" Quality Assurance in Education 22, no. 4 (August 26, 2014): 303–18. http://dx.doi.org/10.1108/qae-07-2014-0033.
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Purpose – Against a backdrop of high-stakes assessment policies in the USA, this paper explores the challenges, promises and the “state of the art” with regard to designing standardized achievement tests and educational assessment systems that are instructionally useful. Authors deliberate on the consequences of using inappropriately designed tests, and in particular tests that are insensitive to instruction, for teacher and/or school evaluation purposes. Methodology/approach – The method used is a “moderated policy discussion”. The six invited commentaries represent voices of leading education scholars and measurement experts, juxtaposed against views of a prominent leader and nationally recognized teacher from two American education systems. The discussion is moderated with introductory and concluding remarks from the guest editor, and is excerpted from a recent blog published by Education Week. References and author biographies are presented at the end of the article. Findings – In the education assessment profession, there is a promising movement toward more research and development on standardized assessment systems that are instructionally sensitive and useful for classroom teaching. However, the distinctions among different types of tests vis-à-vis their purposes are often unclear to policymakers, educators and other test users, leading to test misuses. The authors underscore issues related to validity, ethics and consequences when inappropriately designed tests are used in high-stakes policy contexts, offering recommendations for the design of instructionally sensitive tests and more comprehensive assessment systems that can serve a broader set of educational evaluation needs. As instructionally informative tests are developed and formalized, their psychometric quality and utility in school and teacher evaluation models must also be evaluated. Originality/value – Featuring perspectives of scholars, measurement experts and educators “on the ground”, this article presents an open and balanced exchange of technical, applied and policy issues surrounding “instructionally sensitive” test design and use, along with other types of assessments needed to create comprehensive educational evaluation systems.
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Bichi, Ado Abdu, and Rohaya Talib. "Item Response Theory: An Introduction to Latent Trait Models to Test and Item Development." International Journal of Evaluation and Research in Education (IJERE) 7, no. 2 (June 1, 2018): 142. http://dx.doi.org/10.11591/ijere.v7i2.12900.
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Testing in educational system perform a number of functions, the results from a test can be used to make a number of decisions in education. It is therefore well accepted in the education literature that, testing is an important element of education. To effectively utilize the tests in educational policies and quality assurance its validity and reliability estimates are necessary. There are two generally acceptable frameworks used in evaluating the quality of test in educational and psychological measurements, these are; Classical Test Theory (CTT) and Item Response Theory (IRT). The estimates of test items validity and reliability depend on a particular measurement model used. It is vital for a test developer to be familiar with the different test development and item analysis methods in order to facilitate the development of a new test. The CTT is a traditional approach which was widely criticise in the measurement community for its shortcomings such as sample dependency of coefficient measures and estimates of measurement error. However, the IRT is a modern approach which provides solutions to most of the CTT’s identified shortcomings. This paper therefore, provides a comprehensive overview of the IRT and its procedures as applied to test item development and analysis. The paper concludes with some suggestions for test developers and test specialists at all levels to adopt IRT for its identified crucial theoretical and empirical gains over CTT. IRT based parameter estimates should be superior and reliable than CTT based parameter estimates. With these features, IRT can help resolve the problems associated with test design based on CTT.
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Hutt, Ethan L., and Mitchell L. Stevens. "From Soldiers to Students: The Tests of General Educational Development (GED) as Diplomatic Measurement." Social Science History 41, no. 4 (2017): 731–55. http://dx.doi.org/10.1017/ssh.2017.25.
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The GI Bill's college-attendance provisions posed an evaluation problem. How would returning veterans, most of whom were without high school diplomas, be judged fit for college? Drawing from a variety of primary source material from the years surrounding the close of World War II, we show how leaders in government, the military, and academia cooperated to produce a measure of college fitness that would deem virtually all veterans fit for college entry. We use this historical moment to develop a novel theoretical insight. Measurement is diplomatic when it facilitates transactions across institutional distinctions while recognizing and honoring those distinctions. This insight has broad utility for students of American political development.
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Thissen, David. "Failing Tests: Commentary on “Adapting Educational Measurement to the Demands of Test-Based Accountability”." Measurement: Interdisciplinary Research and Perspectives 13, no. 1 (January 2, 2015): 49–52. http://dx.doi.org/10.1080/15366367.2015.1016338.
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Roșu, Daniel, Florin Cojanu, Paul-Florinel Vișan, Nicoleta Samarescu, Mariana Augustina Ene, Raul-Ioan Muntean, and Vasile Emil Ursu. "Structured Program for Developing the Psychomotor Skills of Institutionalized Children with Special Educational Needs." Children 11, no. 1 (January 15, 2024): 102. http://dx.doi.org/10.3390/children11010102.
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Tailoring motor activities to the unique needs of children with special educational requirements has shown considerable efficacy. Our study aimed to develop a structured program specifically designed to enhance psychomotor abilities, focusing on balance and motor–cognitive skills among 28 students (aged 12–14) from two institutional centers in Romania. The program spanned 36 weeks, with biweekly 30 min sessions. Psychomotor skills were assessed through tests measuring balance, speed of movements, and upper limb motor laterality. Initial and final data were collected for evaluation. A statistical analysis, employing the Kolmogorov–Smirnov and Wilcoxon Z tests, compared the assessments. The results indicated significant improvements in movement speed, with a notable increase in stimulus identification (averaging from approximately 13 to 14) (p < 0.05) and reduced processing time (decreasing from about 28.7 to 28 s) (p < 0.05). However, while the structured program demonstrated substantial enhancements in specific motor and cognitive–motor skills, it did not yield significant changes in dynamic balance, maintaining values close to 0.9 (p > 0.05) for open-eyed balance and 0.88 (p > 0.05) for closed-eyed balance. Additionally, an analysis of the processing speed in pulses per second showcased a marginal decline, from approximately 0.46 to 0.45, revealing notable disparities between the initial and final measurements (p < 0.05).
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Shahida, Siti Nur, Wirnelis Syarif, Elida Elida, and Cici Andriani. "Interest In a becoming a Teacher Among sudents PKK Culinary Concentration After Educational Field Practice." Jurnal Pendidikan Tata Boga dan Teknologi 5, no. 2 (May 31, 2024): 268. http://dx.doi.org/10.24036/jptbt.v5i2.12962.
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This research aims to analyze students' interest in becoming teachers after carrying out educational field practice (PLK). To analyze PLK activities for PKK students with a Culinary Concentration Class of 2019. To analyze the influence of PLK on interest in becoming a teacher among PLL students with a Culinary Concentration Class of 2019. In this research, measurements will be taken to determine the interest of 2019 PKK Culinary Concentration students to become teachers after implementing PLK. This research is a type of ex post facto research using a quantitative approach. The population is students from the 2019 PKK Culinary Concentration Study Program using data analysis techniques, descriptive analysis tests, normality tests, linearity tests and hypothesis tests.The research results obtained are 1) PLK activities for students of the 2019 Culinary Concentration PKK Study Program in this research can be categorized as high, namely with a percentage of 74.9%. 2) Interest in becoming a teacher among students from the 2019 PKK Culinary Concentration Study Program in this research can be categorized as low, namely with a percentage of 79.1%. 3) In the linear hypothesis test, there is an influence of PLK activities (X) on interest in becoming a teacher (Y) among students of the 2019 Culinary Concentration PKK Study Program, which is indicated by a correlation coefficient of 0.039 with a coefficient of determination (R2) of X on Y of 0.102. This shows that the PLK activity variable has an influence on the interest in becoming a teacher among students of the 2019 Class of PKK Culinary Concentration Study Program by 12.1%.
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Rudner, Lawrence M., Lauress L. Wise, and Robert M. Stonehill. "The ERIC Clearinghouse on Tests, Measurement, and Evaluation (ERIC/TME)--A Growing Resource." Applied Measurement in Education 4, no. 1 (January 1991): 1–10. http://dx.doi.org/10.1207/s15324818ame0401_1.
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Han, Kyung (Chris) T., Dimiter M. Dimitrov, and Faisal Al-Mashary. "Developing Multistage Tests Using D-Scoring Method." Educational and Psychological Measurement 79, no. 5 (April 22, 2019): 988–1008. http://dx.doi.org/10.1177/0013164419841428.
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The D-scoring method for scoring and equating tests with binary items proposed by Dimitrov offers some of the advantages of item response theory, such as item-level difficulty information and score computation that reflects the item difficulties, while retaining the merits of classical test theory such as the simplicity of number correct score computation and relaxed requirements for model sample sizes. Because of its unique combination of those merits, the D-scoring method has seen quick adoption in the educational and psychological measurement field. Because item-level difficulty information is available with the D-scoring method and item difficulties are reflected in test scores, it conceptually makes sense to use the D-scoring method with adaptive test designs such as multistage testing (MST). In this study, we developed and compared several versions of the MST mechanism using the D-scoring approach and also proposed and implemented a new framework for conducting MST simulation under the D-scoring method. Our findings suggest that the score recovery performance under MST with D-scoring was promising, as it retained score comparability across different MST paths. We found that MST using the D-scoring method can achieve improvements in measurement precision and efficiency over linear-based tests that use D-scoring method.
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Diao, Qi, and Hao Ren. "Constructing Shadow Tests in Variable-Length Adaptive Testing." Applied Psychological Measurement 42, no. 7 (February 20, 2018): 538–52. http://dx.doi.org/10.1177/0146621617753736.
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Imposing content constraints is very important in most operational computerized adaptive testing (CAT) programs in educational measurement. Shadow test approach to CAT (Shadow CAT) offers an elegant solution to imposing statistical and nonstatistical constraints by projecting future consequences of item selection. The original form of Shadow CAT presumes fixed test lengths. The goal of the current study was to extend Shadow CAT to tests under variable-length termination conditions and evaluate its performance relative to other content balancing approaches. The study demonstrated the feasibility of constructing Shadow CAT with variable test lengths and in operational CAT programs. The results indicated the superiority of the approach compared with other content balancing methods.
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Dębska, Luiza, and Anita Białek. "Lighting conditions as the occupational health related issue – case study." MATEC Web of Conferences 354 (2022): 00059. http://dx.doi.org/10.1051/matecconf/202235400059.
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The paper deals with the important element of proper lighting conditions at a workplace. The case study has been focused on the intelligent building “Energis” of Kielce University of Technology, where the experimental tests took place. Several groups of volunteers filled in the questionnaires related to their subjective feelings of lighting conditions in lecture rooms at different seasons. Simultaneously, precise measurements of lighting intensity were carried out. The comparison of the expressions of the room users and the measurements enabled to draw conclusions about the conditions provided in the intelligent building related to lighting. The study provides valuable information of lighting conditions in the modern, intelligent buildings which are more and more common throughout the world and serve various purposes such as office, educational or other public utility buildings.
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Besançon, Maud, Todd Lubart, and Baptiste Barbot. "Creative giftedness and educational opportunities." Educational and Child Psychology 30, no. 2 (June 2013): 79–88. http://dx.doi.org/10.53841/bpsecp.2013.30.2.79.
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In contrast to intellectual giftedness reflected in high academic performance and often measured by IQ tests, there is growing recognition that other forms of giftedness exist. This paper focuses on creative giftedness, defined as high potential to produce work that is original and context appropriate. After a brief introduction to the psychological basis of creative giftedness, the role of school context in the development of creative potential is highlighted. Then an empirical study suggesting that creative potential is influenced by educational context is presented; pupils attending traditional and Montessori schools in France were compared on a set of creativity tasks in both the graphic and verbal domains. Cross-sectional and longitudinal analyses were conducted as children were seen at two measurement occasions, with approximately one year delay. Results indicated greater scores on measures of creative potential for children in the Montessori context. The discussion situates the results in a broader context of issues concerning the development of creative giftedness through education.
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Chatzimichail, Theodora, and Aristides T. Hatjimihail. "A Software Tool for Calculating the Uncertainty of Diagnostic Accuracy Measures." Diagnostics 11, no. 3 (February 27, 2021): 406. http://dx.doi.org/10.3390/diagnostics11030406.
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Screening and diagnostic tests are applied for the classification of people into diseased and non-diseased populations. Although diagnostic accuracy measures are used to evaluate the correctness of classification in clinical research and practice, there has been limited research on their uncertainty. The objective for this work was to develop a tool for calculating the uncertainty of diagnostic accuracy measures, as diagnostic accuracy is fundamental to clinical decision-making. For this reason, the freely available interactive program Diagnostic Uncertainty has been developed in the Wolfram Language. The program provides six modules with nine submodules for calculating and plotting the standard combined, measurement and sampling uncertainty and the resultant confidence intervals of various diagnostic accuracy measures of screening or diagnostic tests, which measure a normally distributed measurand, applied at a single point in time to samples of non-diseased and diseased populations. This is done for differing sample sizes, mean and standard deviation of the measurand, diagnostic threshold and standard measurement uncertainty of the test. The application of the program is demonstrated with an illustrative example of glucose measurements in samples of diabetic and non-diabetic populations, that shows the calculation of the uncertainty of diagnostic accuracy measures. The presented interactive program is user-friendly and can be used as a flexible educational and research tool in medical decision-making, to calculate and explore the uncertainty of diagnostic accuracy measures.
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Shwalb, Barbara J., and David W. Shwalb. "Development of a Course Ratings Form by a Tests and Measurements Class." Teaching of Psychology 19, no. 4 (December 1992): 232–34. http://dx.doi.org/10.1207/s15328023top1904_10.
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Thirty psychology majors in a Tests and Measurements class and 49 faculty members developed a college-wide course ratings questionnaire. Students collected data from peers and faculty members at each stage of the design process. Following each research activity, class discussions centered on technical and conceptual issues raised by that aspect of the research process. Feedback from the students indicated that this hands-on experience contributed to their satisfaction with the course and that it provided an opportunity to think critically about research. Successful development and general acceptance of the new form were credited to student and faculty participation in designing it.
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Maier, Uwe. "Modellierung der Effekte lernzielorientierter Tests nach dem Prinzip des mastery measurement innerhalb einer digitalen, formativen Leistungsmessung." Zeitschrift für Erziehungswissenschaft 23, no. 4 (August 2020): 769–91. http://dx.doi.org/10.1007/s11618-020-00958-6.
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Zusammenfassung Mastery measurements sind kurze, kriterienorientierte, formative Tests zur Messung von Schülerleistungen in hierarchisch strukturierten Lerndomänen. Obwohl viele digitale Lernmaterialien dieses Testprinzip nutzen, sind Zusammenhänge zwischen mastery measurments und weiterführenden Lernprozessen bisher kaum Gegenstand empirischer Forschung. In dieser Studie werden deshalb die Effekte lernzielorientierter Tests innerhalb eines Moodle-Kurses zu Rechtschreibung und Grammatik untersucht. Als Datengrundlage dienen die im Moodle-Kurs anfallenden Bewertungen und Log-Daten von 407 Schülerinnen und Schülern aus 18 Realschul- und Gymnasialklassen (Jahrgangsstufe 6–9). Die Effekte des mastery measurement auf Feedbacknutzung, Lernaktivitäten im Kurs und Lernfortschritt wurden mit einem Bayes’schen Netz auf Ebene einzelner Test-Folgetest-Sequenzen modelliert. Es zeigte sich, dass eine Feedbacknutzung zusammen mit dem Nachlesen von Regeln und gezielten Übungen die Wahrscheinlichkeit eines Lernfortschritts innerhalb einer Test-Folgetest-Sequenz deutlich erhöht.
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Ralph, Vanessa R., and Scott E. Lewis. "Introducing randomization tests via an evaluation of peer-led team learning in undergraduate chemistry courses." Chemistry Education Research and Practice 21, no. 1 (2020): 287–306. http://dx.doi.org/10.1039/c9rp00187e.
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The methodological limitations education researchers face in the evaluation of reformed instruction have led to debates as to the evidence advancing evidence-based practices. To conduct more effective research, methodological pluralism in the evaluation of educational reforms can be used to complement the strengths and limitations of a corpus of literature informing the impact of an evidence-based practice. This study seeks to introduce randomization tests, a nonparametric statistical analysis incorporating a random-assignment component that can be applied to a single-subject (N = 1) research design, as a methodology to be counted amongst evaluations of instructional reforms. To demonstrate the utility of this approach, an evaluation of peer-led team learning (PLTL) for classes of second-semester general chemistry spanning 7 semesters was conducted using randomization tests. The design contributes novel understandings of PLTL including differences in effectiveness across instructors, trends in effectiveness over time, and a perspective as to the appropriateness of assumptions concerning statistical independence when applied to educational settings. At the research setting, four instructors (each constituting an individual case) alternated implementing lecture-based instruction and PLTL by term. Across these four instructors, the treatment effects of peer-led team learning when compared to lecture-based instruction ranged in impact (from d = 0.233 to 2.09). For two instructors, PLTL provided a means by which to significantly reduce the differential performances observed of students with variable preparations in mathematics, thereby advancing the equitability of their courses. Implications of this work include the incorporation of single-subject research designs in establishing evidence-based instructional practices, the effectiveness of PLTL as interpreted in a methodologically pluralistic context of the research literature, and enacting measurements of equity when gauging the success of instructional reforms in science. Further, this introduction to randomization tests offers another methodology for the evaluation of instructional reforms more widely applicable in educational settings with smaller sample sizes (e.g., reforms conducted within a single classroom or upper-level courses with small class sizes).
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Yıldız, Hüseyin, Ceren Tunaboylu, Süleyman Ülkü, Gamze Giray, and Hülya Kelecioğlu. "Investigation of Measurement Precision and Test Lengths in Computerized Adaptive Tests in Different Conditions." Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi 15, no. 1 (March 31, 2024): 5–17. http://dx.doi.org/10.21031/epod.1068572.
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In this study, it is aimed to examine item exposure rate, content balancing, and ability estimation in terms of termination rules with regard to testing lengths and testing accuracy in computerized adaptive testing. In this context, EAP and MLE ability estimation methods were compared with 1, 2 and 4 group content balancing pattern; 0.50, 0.75 and 1.00 exposure rate; it was compared with a total of 72 different conditions, including 0.35 and 0.40 standard error-based and the termination rule based on the test length of 15 and 30, was compared to correlation, bias, RMSE and test length. The production and analysis of the data were performed in the R program. As a result, the best performance in the measurement is a fixed test length of 30 items with 0.35 standard error; in group 1 pattern where the content balancing is not a group limitation; the exposure rate was displayed in the range of 0.75 and 1. Depending on the test length of ability estimation methods, scope balancing patterns and exposure rates, the number of items changes in the range of 22 and 25; Based on the termination rule, it was estimated that at least 0.40 standard errors with a standard error based on 39 items.
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Casey, Leo M. "The Will to Quantify: The “Bottom Line” in the Market Model of Education Reform." Teachers College Record: The Voice of Scholarship in Education 115, no. 9 (September 2013): 1–7. http://dx.doi.org/10.1177/016146811311500905.
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Background/Context There is a deep and yawning chasm between the world of tests and testing practices as they ought to be and the actual tests and testing practices now imposed on American students, educators, and schools. That chasm of theory and practice is a function of the dominant paradigm of educational reform, with its theory of action that schools must be remade in the image and likeness of a corporation. Purpose To explore the role, development, and implications of assessment use in the market model of education reform. Research Design Analysis of the recent publication of the value-added measurements found in the Teacher Data Reports of the New York City Department of Education. Conclusions Since standardized tests provide data for a “bottom line,” they have been widely embraced in some circles as a basis for making “high stakes” decisions that hold individuals and schools accountable. In the market model of education reform, questions about the validity and reliability of the tests and of their use for “high stakes” decisions are dismissed as efforts to avoid accountability.
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Komboz, Basil, Carolin Strobl, and Achim Zeileis. "Tree-Based Global Model Tests for Polytomous Rasch Models." Educational and Psychological Measurement 78, no. 1 (October 6, 2016): 128–66. http://dx.doi.org/10.1177/0013164416664394.
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Psychometric measurement models are only valid if measurement invariance holds between test takers of different groups. Global model tests, such as the well-established likelihood ratio (LR) test, are sensitive to violations of measurement invariance, such as differential item functioning and differential step functioning. However, these traditional approaches are only applicable when comparing previously specified reference and focal groups, such as males and females. Here, we propose a new framework for global model tests for polytomous Rasch models based on a model-based recursive partitioning algorithm. With this approach, a priori specification of reference and focal groups is no longer necessary, because they are automatically detected in a data-driven way. The statistical background of the new framework is introduced along with an instructive example. A series of simulation studies illustrates and compares its statistical properties to the well-established LR test. While both the LR test and the new framework are sensitive to differential item functioning and differential step functioning and respect a given significance level regardless of true differences in the ability distributions, the new data-driven approach is more powerful when the group structure is not known a priori—as will usually be the case in practical applications. The usage and interpretation of the new method are illustrated in an empirical application example. A software implementation is freely available in the R system for statistical computing.
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Khaled Safar Al-Thubaiti, Khaled Safar Al-Thubaiti. "The reasons for the gap between the results of the test of secondary school students in Taif and the results of the general and achievement test: أسباب الفجوة بين نتائج اختبار طلاب المرحلة الثانوية بالطائف وبين نتائج اختبار القدرات العامة والتحصيلي." مجلة العلوم التربوية و النفسية 5, no. 48 (December 28, 2021): 109–87. http://dx.doi.org/10.26389/ajsrp.k200421.
Full textAbstract:
The current study aimed at the reasons for the gap between the results of the test of high school students in Taif and the results of the general aptitude and achievement test from the viewpoint of students, teachers, educational supervisors and school leaders To achieve the objectives of the study, the researcher used the descriptive and analytical approach. Two questionnaires were prepared, a questionnaire for students, and the other was distributed to teachers, supervisors and educational leaders. The study sample reached (343) by (193) students and (150) teachers, an educational supervisor and a school leader. The gap regarding students is ranked according to importance as follows: In the first place, fear of the tests leads to failure to perform with an average of (4.1), and in the second place, "students were not trained in the school on tests similar to the aptitude and achievement tests" with an average of (3.97). With regard to teachers, educational supervisors and school leaders, arranged in order of importance as follows: In the first place is "deficiency in the inclusion of samples of aptitude tests and achievement tests in the curriculum" with an average of (4.49), and in the second place is a deficiency in conducting periodic experimental tests for students during the year for training on exams Achievement abilities and tests, with an average of (4.43). In light of the results of the study, the researcher presented a set of recommendations and proposals, the most important of which are: Exercise in awe, attract trainers of the offered mental skills specialists in measurement and evaluation, design tight training bags that specialize in testing general abilities.
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Shubin, Ihor, and Volodymyr Liashyk. "Methods of automation and interpretation of the quality educational tests in distributed virtual learning systems." Innovative Technologies and Scientific Solutions for Industries, no. 3(25) (September 30, 2023): 40–51. http://dx.doi.org/10.30837/itssi.2023.25.040.
Full textAbstract:
The subject matter of the article is the development of mathematical and algorithmic support for intellectual tools, which allows you to conduct continuous control of the knowledge of students (subjects of study) objectively and comprehensively. The goal of the work is to create methods for assessing the quality of educational tests and automating such processes. The following tasks were solved in the article: formation of a testing model in a distributed virtual learning environment and a validity assessment model based on the content of sets of test tasks. The following methods used are – algebra of finite predicates and operations, methods of mathematical statistics and methods of intellectual data analysis. The following results were obtained – the principles of intellectual analysis of the value of reliability coefficients, validity coefficients, discriminability coefficient, the difficulty index of the task of assessing the knowledge of subjects of training are formulated. Conclusions: the application of methods of formalization of test evaluation, analysis of software requirements, software development confirm the need to introduce quantitative methods of assessing students' knowledge into educational practice. The introduction of quantitative methods involves the correct setting of control goals, the selection of the measurement object and the selection of measurement tools. The use of pedagogical tests contributes to the effective implementation of all control functions and corresponds to its main principles for solving the problem of assessing the quality of tests, based on distributed virtual learning models and analysis methods. A test example of calculations was developed, with the help of which the efficiency of the proposed methods was researched.
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Pârvu, Carmen, Cătălina Mârșiu, and Dan Alexandru Szabo. "Optimizing the Educational Process for Students in Special Schools – Study on the Development of Static and Dynamic Balance through Activation and Toning of the Core Area in Physical Education Lessons." Research and Education, no. 9 (2023): 12–34. http://dx.doi.org/10.56177/red.9.2023.art.8.
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The study assessed the impact of core activation and toning programs on the static and dynamic balance of students with special educational needs (SEN) in middle school physical education classes. We found that over a period of 6 weeks, with 2 lessons per week, these programs led to significant improvements in the students’ balance, regardless of the type of disability. Students with visual impairments and sedentary lifestyles showed the greatest progress. Somatic and functional measurements were conducted on the 15 students with special needs, and 9 tests (Bass Test, Flamingo Test, Functional Reach Test, Unipodal Test with left eye closed, Unipodal Test with right eye closed, Unipodal Test with left eye open, Unipodal Test with right eye open, Y-Balance Test left, Y-Balance Test right) were administered to assess static and dynamic balance. After implementing the core activation and toning program, a correlation analysis between the two variables was conducted, followed by the calculation of the t-test for paired samples to assess if there were significant differences between the two sets of measurements and tests. After 6 weeks of using core activation and toning exercises with a frequency of 2 lessons per week for students with special needs, we observed a favourable increase in both static and dynamic balance for six pairs of tests. The differences were statistically significant at a significance level of 0.05 out of the 9 tests conducted. Proprioceptive stimulation played a crucial role in these improvements in static and dynamic balance among those with various types of disabilities (intellectual, visual, and auditory). We recommend incorporating core activation and toning programs into physical education for children with disabilities to enhance muscle tone and balance. However, the small sample size reminds us that data generalization should be done with caution, and we suggest conducting further studies with a larger number of participants and a longer training duration. This study emphasizes the importance of balance development among students with SEN and the potential benefits of a core-focused approach in middle school physical education.
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Sarah, Siti, Dian Aswita, Nur Ainun, Maulidar Maulidar, and Muhammad Azzarkasyi. "The development of HOTS-based assessment instruments on educational statistics." International Journal of Trends in Mathematics Education Research 5, no. 1 (March 30, 2022): 38–43. http://dx.doi.org/10.33122/ijtmer.v5i1.107.
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The 21st century demanded that humans have various life skills. HOTS (High Order Thinking Skills) was a competency that leads to the formation of various 21st century life skills. Achieving HOTS on educational process was the basis. This study aimed to produce a HOTS-based assess-ment instrument in educational statistics that was valid and reliable. This research and develop-ment consisted of 8 steps, namely (1) determining the specifications of the instrument, (2) writing the instrument, (3) making a measurement scale, (4) selecting a rating system, (5) reviewing the instrument, (6) testing the instrument, (7) analyze the instrument, (8) compose the instrument. The research subjects were students of Tarbiyah and Teacher Training Faculty, State Islamic Universi-ty Professor K.H. Saifuddin Zuhri in the fourth and sixth semesters as many as 194 people for the 2020-2021 academic years. Data collected by tests. Data analyzed was in the form of validation (content and construct) and reliability tests. The research produced a valid and reliable HOTS-based test as many as 32 items with Cronbach’s Alpha of 0.658 in the high category.