An item response theory and Rasch analysis of the NUDKS: a data literacy scale

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Assessment Evaluation and Accountability Pub Date : 2021-08-17 DOI:10.1007/s11092-021-09372-w

Trantham, Pamela S., Sikorski, Jonathon, de Ayala, R. J., Doll, Beth

引用次数: 4

Abstract

There is an extensive need for school systems to reliably assess the data literacy and data use skills of their educators. To address this need, the current study seeks to refine the NU Data Knowledge Scale (NUDKS) for assessing teacher data literacy for classroom data. A data-based decision-making framework provides the theoretical underpinnings for the instrument. The study’s objective is to refine the NUDKS such that items are located at various points along the data literacy continuum. In this fashion, the NUDKS should be able to measure teacher data literacy throughout the data literacy continuum. To this end, item response theory is used to provide the estimates of the items’ locations and teacher data literacy. Analyses revealed that the NUDKS conformed to the Rasch model. To facilitate the future use of the NUDKS, concordance tables were created to provide a quick determination of teacher data literacy.

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数据素养量表的项目反应理论与Rasch分析

学校系统广泛需要可靠地评估其教育工作者的数据素养和数据使用技能。为了满足这一需求，本研究试图完善NU数据知识量表(NUDKS)，以评估教师对课堂数据的数据素养。基于数据的决策框架为该工具提供了理论基础。该研究的目的是改进NUDKS，使项目位于数据素养连续体的不同点。通过这种方式，NUDKS应该能够在整个数据素养连续体中衡量教师的数据素养。为此，项目反应理论被用来提供项目的位置和教师的数据素养的估计。分析表明，NUDKS符合Rasch模型。为了便于将来使用NUDKS，我们创建了一致性表，以便快速确定教师的数据素养。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Assessment Evaluation and Accountability EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.40

自引率

2.60%

发文量

期刊介绍： The main objective of this international journal is to advance knowledge and dissemination of research on and about assessment, evaluation and accountability of all kinds and on various levels as well as in all fields of education. The journal provides readers with an understanding of the rich contextual nature of evaluation, assessment and accountability in education. The journal is theory-oriented and methodology-based and seeks to connect research, policy making and practice. The journal publishes outstanding empirical works, peer-reviewed by eminent scholars around the world.Aims and Scope in more detail: The main objective of this international journal is to advance knowledge and dissemination of research on and about evaluation, assessment and accountability: - of all kinds (e.g. person, programme, organisation), - on various levels (state, regional, local), - in all fields of education (primary, secondary, higher education/tertiary, as well as non-school sector) and across all different life phases (e.g. adult education/andragogy/Human Resource Management/professional development).The journal provides readers with an understanding of the rich contextual nature of evaluation, assessment and accountability in education. The journal is theory-oriented and methodology-based and seeks to connect research, policy making and practice. Therefore, the journal explores and discusses: - theories of evaluation, assessment and accountability, - function, role, aims and purpose of evaluation, assessment and accountability, - impact of evaluation, assessment and accountability, - methodology, design and methods of evaluation, assessment and accountability, - principles, standards and quality of evaluation, assessment and accountability, - issues of planning, coordinating, conducting, reporting of evaluation, assessment and accountability.The journal also covers the quality of different instruments or procedures or approaches which are used for evaluation, assessment and accountability.The journal only includes research findings from evaluation, assessment and accountability, if the design or approach of it is meta-reflected in the article.The journal publishes outstanding empirical works, peer-reviewed by eminent scholars around the world.