Дисертації з теми "Rasch model analysis"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-36 дисертацій для дослідження на тему "Rasch model analysis".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте дисертації для різних дисциплін та оформлюйте правильно вашу бібліографію.
Yoshida, Keitaro. "Evaluation of RELATE Using Rasch Analysis." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2343.
Повний текст джерелаHarrell, Leigh Michelle. "Accuracy of Global Fit Indices as Indictors of Multidimensionality in Multidimensional Rasch Analysis." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/29656.
Повний текст джерелаPh. D.
Bourke, Mary P. "Measuring nursing educators' beliefs about diversity in personal and professional contexts : Rasch model diagnostics and scale analysis /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3303325.
Повний текст джерелаTitle from PDF t.p. (viewed Nov. 3, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: B, page: 0928. Adviser: Jesse Goodman.
Liu, Mingyang Liu. "Differential Item Functioning in Large-scale Mathematics Assessments: Comparing the Capabilities of the Rasch Trees Model to Traditional Approaches." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1513266587329066.
Повний текст джерелаKnutson, Nichole Marie. "APPLYING THE RASCH MODEL TO MEASURE AND COMPARE FIRST- GENERATION AND CONTINUING-GENERATION COLLEGE STUDENTS’ ACADEMIC SELF-EFFICACY." UKnowledge, 2011. http://uknowledge.uky.edu/epe_etds/1.
Повний текст джерелаStammen, Andria. "The Development and Validation of the Middle School-Life Science Concept Inventory (MS-LSCI) Using Rasch Analysis." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1523631816773049.
Повний текст джерелаMaier, Marco J., and Ingrid Koller. "Supplement to Koller, Maier, & Hatzinger: "An Empirical Power Analysis of Quasi-Exact Tests for the Rasch Model: Measurement Invariance in Small Samples"." WU Vienna University of Economics and Business, 2014. http://epub.wu.ac.at/4340/1/Report127.pdf.
Повний текст джерелаSeries: Research Report Series / Department of Statistics and Mathematics
Wang, Wenjia. "Item Response Theory in the Neurodegenerative Disease Data Analysis." Thesis, Bordeaux, 2017. http://www.theses.fr/2017BORD0624/document.
Повний текст джерелаNeurodegenerative diseases, such as Alzheimer’s disease (AD) and Charcot Marie Tooth (CMT), are complex diseases. Their pathological mechanisms are still not well understood, and the progress in the research and development of new potential disease-modifying therapies is slow. Categorical data like rating scales and Genome-Wide Association Studies (GWAS) data are widely utilized in the neurodegenerative diseases in the diagnosis, prediction and progression monitor. It is important to understand and interpret these data correctly if we want to improve the disease research. The purpose of this thesis is to use the modern psychometric Item Response Theory to analyze these categorical data for better understanding the neurodegenerative diseases and facilitating the corresponding drug research. First, we applied the Rasch analysis in order to assess the validity of the Charcot-Marie-Tooth Neuropathy Score (CMTNS), a main endpoint for the CMT disease clinical trials. We then adapted the Rasch model to the analysis of genetic associations and used to identify genes associated with Alzheimer’s disease by summarizing the categorical genotypes of several genetic markers such as Single Nucleotide Polymorphisms (SNPs) into one genetic score. Finally, to select sensitive items in the most used psychometrical tests for Alzheimer’s disease, we calculated the mutual information based on the item response model to evaluate the sensitivity of each item on the ADAS-cog scale
Brown, Kathleen Annette. "An Iterative Needs Assessment/Evaluation Model for a Japanese University English-language Program." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/66807.
Повний текст джерелаEd.D.
The focus of this study is the development and implementation of the Iterative Needs Assessment/Evaluation Model for use as part of an English curriculum reform project at a four-year university in Japan. Three questions were addressed in this study: (a) what model components were necessary for use in a Japanese university setting; (b) what survey instruments would work with such a model; and (c) what needs would the stakeholders in the project report? The site for the study was a mid-sized private, four-year university in Japan. Set as an instrumental case study (Stake, 1998), multiple methods and sources were employed. Stakeholders in the project included university students (n = 1533), teaching staff (n = 33), university administrators and staff (n = 5), and domain experts (n = 7). Data collection included the use of questionnaires, unstructured and semi-structured interviews, and systems and materials analyses. Questionnaires were developed and analyzed using Rasch analysis. The Needs Assessment/Evaluation Model was assessed using a modified version of the Checklist for Judging the Adequacy of an Evaluation Design (Sanders & Nafziger, 1985). Implementation of a full iteration of the Model indicated that use of the Iterative Needs Assessment/Evaluation Model could guide the development and evaluation of the English language program. As part of the study, valid survey instruments that can continue to aid the assessment of needs for and evaluation of the courses were developed. Data from multiple sources indicated a difference in the perception of needs between stakeholders. The processes followed through the development and application of the Iterative Needs Assessment/Evaluation Model served to incorporate these different perceptions into a cohesive language program curriculum.
Temple University--Theses
Paprzycki, Peter Pawel. "Developing a Methodological Framework for the Analysis of Perceptions: A Case Study of the National Public Opinion Survey “The EU in the Eyes of Asia-Pacific”." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1430493813.
Повний текст джерелаRobson, Graham George. "A MODEL OF SITUATIONAL CONSTRUCTS ACCOUNTING FOR WILLINGNESS TO COMMUNICATE AT A JAPANESE UNIVERSITY." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/362956.
Повний текст джерелаEd.D.
Many researchers have highlighted the need for students to have a willingness to communicate (WTC) in second and foreign language classrooms. WTC is important because it is believed that WTC leads to eventual communication both inside and outside the classroom. Previous research into WTC has centered mainly on the use of structural models and trait, self-reported measurements of WTC, but recent research has shown that WTC is also heavily dependent on the situation. However, very few studies recognize this and have, thus, not employed situational measurements of WTC. After a thorough review of WTC literature, 13 pertinent constructs were modified to reflect the situation in the foreign language classroom. These were related to constructs of the classroom, beliefs about communication; self-determined motivation; self-perceived competence; communication anxiety and willingness to communicate. A preliminary study employing exploratory factor analysis and Rasch analysis, followed by a main study conducted with and confirmatory factor analysis and Rasch analysis were undertaken with first- and second-year Japanese university students. The factor analysis was used to investigate the underlying structures of the factors and the Rasch analysis was used to determine fit, category functioning and dimensionality. Nine reliable and unidimensional factors were brought forward from the main study, which were Classroom Efficacy Factor and Classroom Affective Factor as the two classroom factors; Intrinsic Motivation for Communication, Introjected Regulation for Communication and External Regulation for Communication as the three self-determined motivation constructs, and finally, Self-Perceived Competence, Communicative Anxiety and Willingness to Communicate split in two subconstructs of pair/work and whole class activities. The second half the study was the formulation of a structural equation model using the above constructs to predict situational WTC. The model also included an often under-utilized resource, the teacher, who assessed the learners’ actual communication to identify if WTC leads to language use. All the fit indices in the final model (N = 376) were good, and the model included three additional paths. The model indicated that classroom constructs led to motivation and self-perceived competence, which predicted confidence. Motivation led directly to WTC and indirectly to WTC through confidence. Lastly, WTC predicted actual communication. The constructs in this study can be applied in other studies of situational WTC. This study helps to both expand our understanding of constructs affecting situational WTC and actual communication, and provides more validity to the construct of situational WTC. It also reaffirms the importance of what happens in the classroom, which is main arena for communication in the EFL setting.
Temple University--Theses
Haji, Harun Hajah Zurina. "Evaluating the teaching and learning of fractions through modelling in Brunei : measurement and semiotic analyses." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/evaluating-the-teaching-and-learning-of-fractions-through-modelling-in-brunei-measurement-and-semiotic-analyses(b03b0a49-80a9-4ba0-a43c-d7201b180158).html.
Повний текст джерелаHamilton, Erin Kinzel. "Multiscale and meta-analytic approaches to inference in clinical healthcare data." Diss., Georgia Institute of Technology, 2013. http://hdl.handle.net/1853/47600.
Повний текст джерелаAlqarni, Abdulelah M. Dr. "THE RELATIONSHIP BETWEEN STUDENT EVALUATIONS AND TEACHER QUALITY IN HIGH SCHOOL IN SAUDI ARABIA: ITEM RESPONSE THEORY ANALYSIS AND MULTILEVEL MODELING." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1424789095.
Повний текст джерелаWilson, Therese Maree. "Statistical reasoning at the secondary tertiary interface." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16358/3/Therese%20Wilson%20Thesis.pdf.
Повний текст джерелаWilson, Therese Maree. "Statistical reasoning at the secondary tertiary interface." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16358/.
Повний текст джерелаDuku, Eric K. "Assessing Early Child Development: Issues of Measurement Invariance and Psychometric Validity." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/24097.
Повний текст джерелаRowles, Phillip Bruce. "Constructing a Polysemous Academic Vocabulary Extent Test Via Polytomous Rasch Model Measurement Analyses." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/363274.
Повний текст джерелаEd.D.
Educational measurement research faces an unresolved dilemma: competently meeting the longstanding demand for improved vocabulary strength (depth) aspect assessments. My original contribution to knowledge in the written receptive vocabulary knowledge construct research domain is twofold. My first contribution is proposing an a priori metasynonymy awareness hypothesis based on a vocabulary strength aspect extension of O’Connor’s (1940) written receptive vocabulary acquisition developmental stage theory. My second contribution is designing and constructing a vocabulary extent (the nexus between vocabulary size (breadth) and strength aspects) test. The test, called the Polysemous Academic Vocabulary Extent Test, utilizes ordered triple rank (OTR) responses and a complementary six-tier incremental scoring guide rubric. An example test item includes a sentence stem with a bold keyword and three options, such as: All the reviews of the movie were positive. positive: a) sure b) good c) enviro
Temple University--Theses
McEwen, Mary R. "The Effects of Incomplete Rating Designs on Results from Many-Facets-Rasch Model Analyses." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6689.
Повний текст джерелаElderfield, Jessica. "Comparing single-level and multi-level regression models in analysing Rasch measures of numeracy." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/180.
Повний текст джерелаElwood, James Andrew. "Enriching Structural Models of L2 Willingness to Communicate: The Role of Personality, Ego Permeability, and Perceived Distance." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/134212.
Повний текст джерелаPh.D.
Willingness to communicate (WTC) in a second language (L2) is crucial to the development of communicative speaking skills. This study is a cross-sectional investigation of the role in models of second language (L2) willingness to communicate of three personality variables hitherto underresearched in the L2 field: extroversion, ego permeability (one's capacity to tolerate ambiguity), and perceived distance from one's core persona. A sample of 252 Japanese university students responded to a set of instruments used to measure individual difference variables and personality variables; the instruments were drawn from the fields of L2 acquisition and psychology as well as a 5-item instrument designed to measure perceived distance in a series of participatory L2 speaking activities. Confirmatory factor analysis, Rasch analysis, and structural equation modeling were utilized to validate the respective instruments. The International Posture instrument was best represented by a two-factor configuration consisting of Intergroup Approach-Avoidance Tendency and Intercultural Friendship Orientation, while the L2 Communicative Confidence was altered to consist of three factors (L2 Anxiety, Perceived L2 Communicative Competence, and Extroversion). The hypothesized additions of Ego Permeability and Perceived Distance failed to improve the measurement models, and the original Ego Permeability variable functioned poorly in this context. The MacIntyre and Charos (1996) model had marginal fit to the data even after undergoing considerable respecification. The models of Yashima (2002) and Yashima, Zenuk-Nishide, and Shimizu (2004) were found to have good fit as originally conceptualized, but the addition of Extroversion and paths from International Posture and L2 Communicative Anxiety improved the fit of both models. Collectively, the results indicate that extroversion plays an important role in models of L2 WTC and that the basic models of Yashima and colleagues are robust. These findings provide crucial insights into the process of L2 WTC, an important factor in the students' acquisition of communicative competence.
Temple University--Theses
Ru, Chen-Yi, and 陳奕如. "Bayesian Analysis of Multidimensional Rasch Model." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/t68nsb.
Повний текст джерела中原大學
應用數學研究所
106
The test theory can be divided into classical test theory (CTT) and item response theory(IRT). But there are problems with sample dependence and test dependence in CTT. Therefore, this study is based on the IRT. In the IRT, it can be divided into binary scoring and multinomial scoring. In addition to the difference in scoring, it can be divided into unidimensional model and multidimensional model after subdivision. This article mainly uses the multidimensional two-parameter logistic model (M2PLM) in binary scoring. This research is aimed at the freshmen who have just entered the freshman year in Chung Yuan Christian University in 2013 years. An English entrance test was conducted for students. The total number of students taking the exam is 3,138. The statistical method used is Bayesian analysis. The estimated values calculated by the Markov Chain Monte Carlo method to analyze what each representative is. The M2PLM is an extnsion of the two-parameter logistic model (2PLM). The difference between the two is that the student ability in 2PLM has only one aspect, and M2PLM has multiple aspects. And this research is to split the ability into two aspects. It can be observed from the different aspects of discrimination to identify which topics are more effective in distinguishing the ability. Finally, a 2PLM and a M2PLM are used to make a further exploration to examine the special places.
Meng-Pao, Tseng, and 曾盟堡. "The Analysis of Standard Dance''s Judge for Using Many-facet Rasch Model." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/44994239395170730565.
Повний текст джерела國立體育學院
體育研究所
89
The purpose of this study was to analyze the judge’s rating in terms of item response theory. The data of the evaluation of standard dance’s judge in the final of the 13th Asian Games was analyzed. The FACETS software was used to analyze three-facet Rasch model. Through IRT we could describe and classify the performance of the judge. Furthermore, the judge’s unexpected response was also tested and overtook. The conclusion was that item response theory could better analyze judge’s evaluation precisely.
Castro, Ana Rosa Galvão de. "Head and neck cancer: rasch analysis in quality of life assessment." Master's thesis, 2018. http://hdl.handle.net/10284/7332.
Повний текст джерелаHead and neck cancer (HNC) represents 3% of all cancer cases worldwide. HNC includes several upper body locations: oral cavity, pharynx, larynx or salivary glands. HNC is the most distressing human cancer disturbing cervicofacial region and affecting several functions. Health Related Quality of Life (HRQoL) assessment in HNC is essential to better understand and explore the HNC patient’s perceptions. Nevertheless, HRQoL is considered a subjective and multidimensional dynamic Patient Reported Outcome justifying the need to build reliable, robust and adequate measures. Our objective was to optimize and improve HRQoL assessment using mathematical models identifying the EORTC QLQ-C30 questions difficulty and the patients’ ability to answer discussing the concept of difficulty in health context. A database obtained in Oporto Oncology Portuguese Institute, Head and Neck Unit, was explored. It was used the WinRasch software package - demonstration version. HNC patients (n=75) were selected at the time of diagnosis and grouped according to the stage of disease. We compare our construct theory and Rasch Model analysis (point-measure correlation; difficulty or challenge according to the data; probability curves related to the latent variable; infit and outfit). Rasch analysis supported generally the theoretical constructs of the EORTC QLQ C30 in HNC patients evaluated. RM analyses detected three problematic items (Q7, Q20, Q28). A total of 3 respondents demonstrated misfit pattern at constructs based on Rasch analysis. Rasch Model applied to HRQoL in HNC as improving precision and complementing traditional statistical techniques. This approach is improving PRO and enabling its incorporation in oncological clinical practice.
Tsai, Chia-Hao, and 蔡嘉豪. "Rule Usage Analysis for Proportional Reasoning and Probability Reasoning based on Latent Class Analysis and Mixed Rasch Model." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/92284589062812282102.
Повний текст джерела國立臺中教育大學
數學教育學系在職進修教學碩士學位班
96
The purpose of this study is to apply latent class analysis (LCA) and mixed Rasch model (MRM) to analyze the rule usage of proportional reasoning and probability reasoning for pupils. Latent classes are acquired according to response pattern so that the classification of rule usage is clearly displayed. As to the test of proportional reasoning, there are 25 items. In addition, probability reasoning test consists of 10 items. The sample includes fourth, fifth and sixth graders who are from elementary school in central district in Taiwan. The results show that there is various characteristics among groups, and there is similar characteristics for students within same group. There are six classes for proportional reasoning and there are three classes for probability reasoning test. Each response pattern of class could be explained by rule pattern. There is obvious difference of rule usage among grade, but there is no difference between gender. The findings of this research should be helpful for problem solving rule and could be used as references for remedial instruction. Finally, some recommendations and suggestions for future research are provided.
Miguel, José Manuel Pacheco. "Teoria de Resposta ao Item. Representação e utilidade do modelo logístico de traço latente na psicometria actual." Doctoral thesis, 2014. http://hdl.handle.net/10316/24834.
Повний текст джерелаO modelo de Rasch é o modelo mais simples da teoria de resposta ao item (TRI) e constitui uma abordagem potencialmente útil ao nível da construção e refinamento psicométrico de instrumentos de avaliação psicológica. Trata-se de um modelo logístico de um parâmetro da TRI no qual a quantidade de traço latente existente na pessoa e a quantidade do mesmo traço latente reflectido nos vários itens do instrumento podem ser estimados de forma independente e comparados directamente entre si, uma vez que sujeitos e itens foram medidas numa mesma métrica comum, a escala logit. Esta, definida em unidades de probabilidades logarítmicas, é uma escala intervalar na qual a unidade dos intervalos entre as localizações conjuntas pessoas-itens têm um valor ou um significado consistente. O objectivo da presente dissertação visou a apresentação das potencialidades do modelo de Rasch, comparativamente à abordagem da teoria clássica dos testes (TCT), quando aplicado ao caso específico de instrumentos de avaliação psicológica que recorrem a itens politómicos aos quais os sujeitos respondem numa escala do tipo de Likert, designado Rating Scale Model (RSM). Metodologia Para concretizar este objectivo, relativo à aplicação do Rasch RSM, foram conduzidos quatro estudos psicométricos com amostras independentes de alunos do ensino secundário. O primeiro estudo, com alunos do 12º ano de escolaridade (N = 265), foi realizado com a Career Decision Self-Efficacy Scale — Short Form (CDSESF). No segundo e terceiro estudos, com alunos dos 10º, 11º e 12º anos de escolaridade, procedeu-se à análise da Positive and Negative Affect Schedule (PANAS), numa abordagem TCT com recurso à análise factorial exploratória/confirmatória (AFE/ VI AFC) (N = 528) e à modelação Rasch (N = 519), respectivamente. Finalmente, no quarto e último estudo, também com alunos dos 10º, 11º e 12º anos de escolaridade (N = 508), fez-se a análise Rasch da Rosenberg Self-Esteem Scale (RSES). Em cada um dos estudos, para além das medidas dos itens, foram ainda recolhidos dados para caracterização sociodemográfica das amostras. Resultados Dos resultados obtidos, salientam-se aqueles que se revestem de maior importância para os objectivos estipulados. No âmbito dos três estudos realizados com o Rasch RSM, os resultados alcançados permitiram reunir evidência psicométrica que corrobora, para a CDSE-SF, a PANAS e a RSES a respectiva: (1) validade de conteúdo (i.e., o bom ajustamento dos dados ao modelo permitiu que a parametrização dos sujeitos e a calibração dos itens tenha sido feita com elevada precisão na); (2) validade estrutural (i.e., unidimensionalidade e ausência de DIF), e (3) validade substantiva (i.e., as categorias da escala de resposta funcionam de forma adequada). Os resultados do único estudo baseado na TCT, com a PANAS, revelaram dificuldade de ajustamento do modelo aos dados que só parcialmente conseguiram replicar a estrutura factorial original do instrumento. Conclusões Os resultados sugerem que o RSM proporciona um quadro de referência útil para o refinamento psicométrico dos instrumentos de avaliação psicológica. Da sua aplicação resulta que, no caso específico das versões Portuguesas da CDSE-SF, da PANAS e da RSES, os seus respectivos itens são representativos e relevantes para os domínios dos construtos avaliados (e.g., validade de conteúdo), têm correspondência com os construtos definidos em cada um dos instrumentos (e.g., validade estrutural) e são avaliados através de escalas de resposta cujo diagnóstico ao funcionamento empírico das respectivas categorias revelou adequação das mesmas (e.g., validade substantiva).
Rasch model is the simplest Item Response Theory (ITR) model and constitutes a potentially useful approach at both the construction and refinement psychometric levels of psychological assessment instruments. It is an ITR one parameter logistic model in which the quantity of the latent trait existing in the person and the quantity of the same latent trait reflected in the various items of the instrument can be independently estimated and compared, because both items and subjects are measured using the same common metric, the logit scale. This scale, defined in logarithmic probabilities units, is an interval scale, in which the interval units between the response categories have a consistent value or significance. The goal of this dissertation is focused on the presentation of the Rasch model potentiality as compared with the classical test theory (CTT) approach when applied to the specific case of psychological assessment instruments that recur to polytomous items to which the subjects respond using a Likert type rating scale - the Rating Scale Model (RSM). Methodology In order to achieve this goal, related to the application of the Rasch RSM, four psychometric studies were carried out with independent samples of students attending secondary education. The first study, with a sample of 12th grade students (N = 265), was carried out using the Career Decision Self-Efficacy Scale — Short Form (CDSE-SF). In the second and third studies, comprising students attending respectively the 10th, 11th and 12th grades, we ran an analysis of the Positive and Negative Affect Schedule (PANAS), using both exploratory/confirmatory factor analysis (EFA/ CFA), and Rasch modeling (N = 519), respectively. Finally, in the fourth and last study, also comprising 10th, 11th and 12th grade students (N = VIII 508), a Rasch analysis of the Rosenberg Self-Esteem Scale (RSES) was made. In each of these four studies, in addition to the items’ measurements, data needed for the sociodemographic characterization of the samples were collected. Results From the results obtained we highlight those that are more relevant to the goals previously stated. Within the three studies carried out with the RSM the results obtained gathered psychometric evidence that confirms, concerning the CDSESF, the PANAS and the RSES, their respective: 1) content validity (i.e. the good adjustment of the data to the model allowed both the parameterization of the subjects and the calibration of the items to be made with high precision); 2) structural validity (i.e. unidimensionality and lack of DIF) and; 3) substantive validity (i.e. the categories of the response scale function adequately). The results of the only study which was based on CTT, and in which the PANAS was used, revealed some adjustment difficulties of the model to the data, which only partially replicated the original factorial structure of the instrument. Conclusions The results suggest that the RSM provides a reference framework useful for the psychometric refinement of psychological assessment instruments. In fact, from its application it can be concluded that, in the specific case of the Portuguese versions of the CDSE-SF, the PANAS and the RSES, their respective items are representative and relevant for the domains of the constructs under assessment (e.g. content validity), have correspondence with the constructs defined in each of the instruments (e.g. structural validity), and are assessed using response scales whose diagnostic to the empirical functioning of their respective categories revealed their adequacy (e.g. substantive validity).
Yeh, Yi-Chun, and 葉懿諄. "Rasch model analysis for studying psychometric characteristics of the WHOQOL-BREF in community-dwelling older people." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/00746376524497432767.
Повний текст джерела中國醫藥大學
環境醫學研究所碩士班
94
Objectives: Item response theory (IRT) offers one of the best alternatives for optimizing scales and performing item analysis. The Rasch family of model which was one of item response theory was used to analyze the psychometric characteristics of brief version of World Health Organization Quality of life (WHOQOL-BREF) in community-dwelling older people in Taiwan. Methods: One thousand and two hundreds community-dwelling older people living in Shin-Sher Township of Taichung County in 2001, completed the WHOQOL-BREF at their residences either by themselves or with the assistance of an interviewer. The age of these 1200 subjects ranged from 65 to 103 years with an average of 73.4 year, and 59% of the subjects were males. Partial credit model, one of the Rasch family of model, was used to analyze the psychometric characteristics of domains and items of the WHOQOL-BREF. Infit statistics were applied to examine the unidimensionality of each domain; Item calibration of logit unit was to examine the range of item difficulty, redundancy, and hierarchy; and differential item functioning analysis was to examine whether item properties were the same between males and females older people. Results: All of the items within each domain satisfied the assumption of unidimensionality. The range of mean of item difficulty (range) in physical, psychological, social, environmental domain were -1.1~0.48 (1.58), -1.19~1.29 (2.48), -0.77~1.17 (1.94), and -1.08~0.96 (2.04), respectively; the corresponding range (range) of threshold difficulty were -3.86~5.3 (9.16), -6.74~6.78 (13.52), -8.39~9.66 (18.05), and -3.72~4.75 (8.47), respectively; the corresponding range of ability were -6.7~7.76 (14.46), -5.78~8.79 (14.57), -9.34~10.98 (20.32), -5.25~5.41 (10.66), respectively. More item redundancies occurred in environmental domain than those in other domains. Comparison of item hierarchy with the results from the NHRI health survey, found that the two studies had different hierarchy in physical and psychological domains, and a similar hierarchies in social and environmental domains. While “body image” of psychological domain had a significant DIF in age group, “sexual activity” and “friends’ support” of social domain had a significant DIF among gender and age group, there was no apparent DIF in other domains. The reliability indices in physical, psychological, social and environmental domains were 0.76, 0.77, 0.68, and 0.78, respectively. Conclusion: The summated score method is used to measuring personal ability in classical test theory (CTT) analysis and it does not account for the variability of item properties. However, IRT is based on a comprehensive structure of psychometrical theory and provides a foundation for scaling personal ability and item difficulty by using the responses of assessment items. IRT can overcome a lot of limitations of CTT. While our study confirms the suitability of WHOQOL-BREF in older people, it also highlights that there is still a room of improvement for the WHOQOL-BREF in the older people.
Li, Chien-Chien, and 李蒨蒨. "Analysis of Reading Comprehension Levels of 4th to 6th Grade Students in Pingtung County Using the Rasch Model." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/92298798188746662092.
Повний текст джерела國立屏東教育大學
教育心理與輔導學系碩士班
102
The study aim at understanding the reading comprehension levels of 4th to 6th grade students in Pingtung County, Taiwan, and at constructing a diagnostic report by using the Rasch model. The first step of this study was to test whether the data conform the one-dimensional Rasch model, and to validate the reading comprehension cognitive levels. Next, students’ reading comprehension performance was analyzed according to the three reading comprehension levels (i.e., locate/recall, integrate/interpret, and critique/evaluate), separated by school size, grade and gender. Finally, diagnostic report for individual student and for class were designed by integrating information obtained from the Rasch analysis. The results are summarized as follows: 1.The test holds satisfactory psychometric properties: (1) Twenty-nine test items were retained according to various fit statistics (i.e., standardized residual t values and differential item functioning) and test content; (2) the 29-item test holds satisfactory psychometric properties (i.e., rating scales are appropriate, items fit the Rasch model, all items are free from gender and grade DIF, and the person separation index is .78); (3) items spread reasonably well along the latent continuum and are aligned with various ability levels 2.Item difficulties vary according to item format and cognitive levels: (1) The three reading cognitive levels show hierarchical structure as expected; (2) item difficulties of the constructed- response items are significantly higher than that of the multiple- choice items. 3.Cognitive level analysis: (1) Although 50% of the students reaches the average difficulty of ‘integrate/interpret’ level, only 40% and 10% of the students reach the mastery levels (defined as having 80% or higher the chance to reach the average difficulty of a particular cognitive level) of ‘locate/recall’ and ‘integrate/interpret’ levels, respectively; (2) Students in large schools outperformed those in medium and small schools on all reading comprehension cognitive levels, and the percentages of reaching the mastery levels of ‘locate/recall’ (44%) and ‘integrate/ interpret’ (15%) are also higher for large schools than those for medium and small schools; (3) students’ reading comprehension performance increases as they move up to higher grade levels, and the percentages of reaching the mastery level of ‘locate/recall’ are 56%, 36% and 23% for 6th, 5th and 4th grade students, separately, while the percentages of reaching the mastery level of ‘integrate/interpret’ are 22%, 9% and 3% for 6th, 5th and 4th grade students, respectively; (4) girls performed significantly better than boys not only on all reading comprehension cognitive levels, but also on the percentages of reaching mastery level; (5) within each grade level, large schools performed better than medium and small schools; yet, the variability is smaller in the large schools. 4.Conversion and application of test scores:(1) The probabilities of answering each item correctly and of reaching a particular cognitive level were computed for each student; (2) norm conversion tables (grade level, gender with in each grade level) were provided to locate students’ relative performance; (3) individual diagnostic report, including scale score, probabilities of reaching each cognitive level, ‘item - person map,’ and summary and suggestions concerning student’s reading comprehension performance, was designed; (4) class diagnostic report, including the distribution of all students reaching each cognitive levels in the ‘item-person map,’ and summary and suggestions concerning class’s reading comprehension performance and teaching practices, was offered. Discussions and suggestions for future research and teaching practices are also provided.
Cheng, Huey-Ru, and 鄭蕙如. "The Study of mixed Rasch model analysis on mathematical content knowledge and cognitive abilities for junior high school students." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/08157772266504149740.
Повний текст джерела國立臺灣師範大學
教育心理與輔導學系
94
The purpose of this study is to understand the performance of junior high students’ mathematical content knowledge and cognitive abilities. The assessment framework of mathematics will be built and the performance types of students’ mathematical content knowledge and cognitive abilities will be understood based on the Basic Competence Test for Junior High School Students (BCTEST). In the research methods, we collect and analyze the definitions of mathematical content knowledge and cognitive abilities as defined by assessment institutes and use mixed Rasch model to analyze the students’ mathematical response patterns for the BCTEST. The findings were listed as follows: (a) a framework of mathematical content knowledge and cognitive abilities was built based on the BCTEST; (b)students had better performance in data analysis, statistics and probability than in geometry and spatial sense on the mathematical content knowledge; and on the mathematical cognitive abilities performed better in conceptual understanding, procedure knowledge and execution than in problem solving; (c)the results of mixed Rasch model showed that students had different performance in mathematical content knowledge and cognitive abilities who belong to different latent classes. Finally, some suggestions were provided in further instructions and researches based on the results.
Almeida, Luis Miguel Pires. "Literacia em avaliação de professores desenvolvimento e aplicação do questionário de aferição da literacia em avaliação (QALA)." Doctoral thesis, 2021. http://hdl.handle.net/10437/12800.
Повний текст джерелаA avaliação das aprendizagens é uma das mais importantes responsabilidades dos professores, assim como uma das tarefas nas quais os professores despendem mais tempo (Mertler, 2003; Ramesal, 2011). Desta forma, as capacidades em avaliação são uma ferramenta fundamental que todo o professor deve dominar. Ao conjunto de capacidades em avaliação dá-se o nome de literacia em avaliação. O conceito de literacia em avaliação foi primeiramente apresentado por Stiggins (1991) como o conhecimento profundo das questões de avaliação. Do mesmo modo, em 1995, o mesmo autor refere que um educador/professor com literacia em avaliação sabe o que avaliar, a razão de avaliar, como avaliar, quais os possíveis problemas relacionados com a avaliação e como prevenir que esses problemas surjam no processo de ensino e aprendizagem. Para além disso, tem um conhecimento profundo dos efeitos negativos de uma má avaliação. Desta forma, a ausência de capacidades em avaliação, por parte do professor, é um fator que pode pôr em causa tanto a avaliação dos alunos como todo o processo de ensino e aprendizagem. A presente investigação assentou em dois objetivos principais. Em primeiro lugar, pretendeu-se analisar as perceções que os professores, em exercício, tinham dos seus conhecimentos e capacidades em avaliação. Em segundo lugar, procurou-se aferir a literacia em avaliação desses mesmos professores. Destes dois objetivos principais derivaram uma série de objetivos específicos que possibilitaram uma análise mais aprofundada da problemática em investigação. Para tal, foi criado um questionário desenvolvido para o efeito e ao qual designámos de QALA – Questionário de Aferição da Literacia em Avaliação. O QALA foi aplicado a um conjunto de 253 professores do ensino básico e secundário a lecionar na Zona Pedagógica de Lisboa e Península de Setúbal. A análise dos dados seguiu uma abordagem quantitativa do tipo survey. Procedeu-se, em primeiro lugar, a uma avaliação das propriedades psicométricas do QALA com recurso ao modelo Rasch. Posteriormente, foi realizada uma análise descritiva e inferencial, de forma a responder aos objetivos gerais e específicos propostos para a presente investigação. Os resultados alcançados pela aplicação do modelo Rasch, parecem evidenciar boas qualidades psicométricas das 3 partes do QALA. Ficou também evidente que, embora os professores tenham valores positivos em relação às perceções sobre os seus conhecimentos e capacidades em avaliação (Parte 2), nos quatro domínios considerados, os resultados obtidos nas Partes 3 e 4 parecem demonstrar níveis inadequados de literacia em avaliação, o que pode ter implicações negativas em todo o processo de ensino e aprendizagem.
Assessing students’ learning is one of the most important responsibilities a teacher can have, as well as being one of the tasks teachers spend more time doing (Mertler, 2003; Ramesal, 2011). Thus, assessment skills are a primary tool that every teacher should master. The set of assessment skills is known as assessment literacy. The concept of assessment literacy was coined for the first time by Stiggins (1991) as the deep understanding of assessment issues. Similarly, in 1995, the same author refers that an educator/teacher with assessment literacy knows what to assess, the reason to do it, how to do it and the possible problems related with it and how to prevent that those problems occur in the teaching-learning process. Furthermore, the teacher has a deep knowledge about the negative effects of a poor assessment. This way, the lack of assessment skills is a factor that could lead to a poor judgment of the student’s assessment, as well of all the teaching-learning process. The present investigation was based in two main objectives. The first was to analyse the teachers’ perceptions about their knowledge and assessment skills. The second was to measure the assessment literacy from those teachers. These two main objectives originated a set of specific objectives, which enabled a deeper analysis in the investigation. For that purpose, a questionnaire was developed, called QALA - Assessment Literacy Admeasurement Questionnaire. It was implemented to a set of 253 teachers from the basic and secondary education levels teaching in the pedagogical zone of Lisbon and Setubal Peninsula. The data analysis followed a quantitative survey approach. Firstly, was initiated a psychometric assessment of the QALA properties, using the Rasch model. Subsequently, an explanatory inferential analysis was developed, as a way to respond to the specific objectives of the investigation. The achieved results showed by the Rasch Model seem to demonstrate good psychometric skills in the 3 parts of QALA. It was also clear that, although teachers show positive results concerning the perceptions about their knowledge and assessment skills (part 2), in the four considered fields, the results concerning parts 3 and 4 seem to show inadequate levels of literacy skills, which can influence the teaching-learning process negatively.
Hailaya, Wilham M. "Teacher assessment literacy and student outcomes in the province of Tawi-Tawi, Philippines." Thesis, 2014. http://hdl.handle.net/2440/99098.
Повний текст джерелаThesis (Ph.D.) -- University of Adelaide, School of Education, 2014.
Lye, Che Yee. "Towards a comprehensive model of English as a second language learning and teaching in the Malaysian independent Chinese secondary schools." Thesis, 2016. http://hdl.handle.net/2440/100653.
Повний текст джерелаThesis (Ph.D.) -- University of Adelaide, School of Education, 2016.
Lacia, Michelle. "Classroom Practices in Mathematics: Effects on Elementary and Secondary School Students' Achievement in Mathematics in Region XII, Philippines." Thesis, 2019. http://hdl.handle.net/2440/121342.
Повний текст джерелаThesis (Ph.D.) -- University of Adelaide, School of Education, 2019
Oko, Jerome. "An investigation into factors affecting Grade 10 and 12 students’ mathematics performance in Port Moresby, Papua New Guinea (PNG)." Thesis, 2021. https://hdl.handle.net/2440/134190.
Повний текст джерелаThesis (Ph.D.) -- University of Adelaide, School of Education, 2021
Oliveira, Alexandre Dargains Auricchio de. "A GIS approach to sustainable livestock planning from carbon dynamics analysis: case study of a cattle ranch in Serra da Mantiqueira (Brazil)." Master's thesis, 2020. http://hdl.handle.net/10362/96120.
Повний текст джерелаA avaliação da dinâmica do carbono como indicador de serviços ecossistêmicos de regulação climática, através da modelagem de diferentes cenários sobre mudanças de uso e cobertura do solo (LULC), é amplamente utilizada em estudos de conservação ambiental para apoiar processos decisórios atrelados a políticas públicas. Todavia, são raros os estudos em escala local que analisam a relação de impacto e custo-benefício da simulação de cenários agrícolas sustentáveis na prestação de serviços ecossistêmicos. Neste trabalho, realizamos a quantificação, a avaliação econômica e o mapeamento da captura e do estoque de carbono de cenários LULC passados (2007-2017) e futuros (2027), em uma fazenda pecuarista da Serra da Mantiqueira, para entender como diferentes mudanças de paisagens podem impactar o serviço de regulação climática e contribuir economicamente com o setor agrícola. Sob uma abordagem SIG, empregamos técnicas de detecção remota, para elaborar os mapas LULC, ferramentas de modelagem Integrated Valuation of Ecosystem Services and Tradeoffs (InVEST), para a construção dos cenários futuros e para avaliação das dinâmicas de carbono, e ferramentas de modelagem da família Sis para simular a produção resultante do manejo florestal. Todos os cenários avaliados promoveram o aumento da captura e do estoque de carbono na área de estudo, assim como revelaram oportunidades econômicas rentáveis associadas à sua implementação. A introdução de árvores de eucalipto no sistema de produção agropecuário é uma alternativa interessante para a diversificação e aumento de renda, contribuindo para o equilíbrio dos gases de efeito estufa (GEE) da atividade pecuária e agregando valor à produção. Esses resultados são úteis para apoiar o planejamento e o desenvolvimento de políticas de conservação ambiental e de produção agrícola sustentável.
The assessment of carbon dynamics as indicator of climate-regulation ecosystem services (ES) through the modeling of different scenarios on land use and land cover (LULC) changes is widely used in environmental conservation studies to support the decision-making process regarding public policies. However, studies at local scales that address the subject under the farm property perspective, through impact and cost-benefit analyses of simulated sustainable farming scenarios on the provision of ecosystem services, are rare or nonexistent. In this paper, we performed the quantification, valuation and mapping of carbon capture and storage of past (2007-2017) and future LULC (2027) sustainable scenarios in a cattle ranch of Serra da Mantiqueira to understand how different LULC change scenarios may affect the provision of ES and contribute to economic opportunities to the farming sector. Under a GIS-approach, we used remote sensing techniques to LULC mapping, Integrated Valuation of Ecosystem Services and Tradeoffs (InVEST) model for scenario building, carbon assessment and valuation, as well as Sis family software modeling for forest management production. All the sustainable scenarios contributed to the increase of carbon capture and storage in the study area, in addition to showing profitable economic opportunities arising from their implementation. The introduction of eucalyptus trees in livestock and agricultural production systems is an interesting alternative for diversification and income increase, contributing to the balance of greenhouse gases (GHG) from livestock activity and adding value to production. These results are useful to support the development and planning for both environmental conservation policies and sustainable farming production.
Morin, Maxim. "Expérimentation de la cartographie conceptuelle comme dispositif de collecte de données en vue de l’évaluation des apprentissages." Thèse, 2018. http://hdl.handle.net/1866/21830.
Повний текст джерела