Applied Measurement in Education最新文献_第6页

Efficient Assessment of Students’ Proportional Reasoning 学生比例推理能力的有效评估

IF 1.5 4区教育学

Applied Measurement in Education Pub Date : 2022-01-02 DOI: 10.1080/08957347.2022.2034825

Michele B. Carney, Katie Paulding, Joe Champion

引用次数: 1

Personalized Online Learning, Test Fairness, and Educational Measurement: Considering Differential Content Exposure Prior to a High Stakes End of Course Exam 个性化在线学习，考试公平和教育测量:在高风险的课程考试结束之前考虑不同的内容暴露

IF 1.5 4区教育学

Applied Measurement in Education Pub Date : 2022-01-02 DOI: 10.1080/08957347.2022.2034824

Daniel Katz, A. Huggins-Manley, Walter L. Leite

{"title":"Personalized Online Learning, Test Fairness, and Educational Measurement: Considering Differential Content Exposure Prior to a High Stakes End of Course Exam","authors":"Daniel Katz, A. Huggins-Manley, Walter L. Leite","doi":"10.1080/08957347.2022.2034824","DOIUrl":"https://doi.org/10.1080/08957347.2022.2034824","url":null,"abstract":"ABSTRACT According to the Standards for Educational and Psychological Testing (2014), one aspect of test fairness concerns examinees having comparable opportunities to learn prior to taking tests. Meanwhile, many researchers are developing platforms enhanced by artificial intelligence (AI) that can personalize curriculum to individual student needs. This leads to a larger overarching question: When personalized learning leads to students having differential exposure to curriculum throughout the K-12 school year, how might this affect test fairness with respect to summative, end-of-year high-stakes tests? As a first step, we traced the differences in content exposure associated with personalized learning and more traditional learning paths. To better understand the implications of differences in content coverage, we conducted a simulation study to evaluate the degree to which curriculum exposure varied across students in a particular AI-enhanced learning platform for Algebra instruction with high-school students. Results indicate that AI-enhanced personalized learning may pose threats to test fairness as opportunity-to-learn on K-12 summative high-stakes tests. We discuss the implications given different perspectives of the role of testing in education","PeriodicalId":51609,"journal":{"name":"Applied Measurement in Education","volume":"35 1","pages":"1 - 16"},"PeriodicalIF":1.5,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48261491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Determining Reliability of Daily Measures: An Illustration with Data on Teacher Stress 确定日常测量的可靠性：以教师压力数据为例

IF 1.5 4区教育学

Applied Measurement in Education Pub Date : 2022-01-02 DOI: 10.1080/08957347.2022.2034822

Thijmen van Alphen, S. Jak, Joost Jansen in de Wal, J. Schuitema, T. Peetsma

{"title":"Determining Reliability of Daily Measures: An Illustration with Data on Teacher Stress","authors":"Thijmen van Alphen, S. Jak, Joost Jansen in de Wal, J. Schuitema, T. Peetsma","doi":"10.1080/08957347.2022.2034822","DOIUrl":"https://doi.org/10.1080/08957347.2022.2034822","url":null,"abstract":"ABSTRACT Intensive longitudinal data is increasingly used to study state-like processes such as changes in daily stress. Measures aimed at collecting such data require the same level of scrutiny regarding scale reliability as traditional questionnaires. The most prevalent methods used to assess reliability of intensive longitudinal measures are based on the generalizability theory or a multilevel factor analytic approach. However, the application of recent improvements made for the factor analytic approach may not be readily applicable for all researchers. Therefore, this article illustrates a five-step approach for determining reliability of daily data, which is one type of intensive longitudinal data. First, we show how the proposed reliability equations are applied. Next, we illustrate how these equations are used as part of our five-step approach with empirical data, originating from a study investigating changes in daily stress of secondary school teachers. The results are a within-level (ωw), between-level (ωb) reliability score. Mplus syntax for these examples is included and discussed. As such, this paper anticipates on the need for comprehensive guides for the analysis of daily data.","PeriodicalId":51609,"journal":{"name":"Applied Measurement in Education","volume":"35 1","pages":"63 - 79"},"PeriodicalIF":1.5,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47889298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Between- versus Within-Examinee Variability in Test-Taking Effort and Test Emotions during a Low-Stakes Test 在低风险测试中，受试者之间与受试者内部的测试努力和测试情绪变化

IF 1.5 4区教育学

Applied Measurement in Education Pub Date : 2021-10-02 DOI: 10.1080/08957347.2021.1987905

B. Perkins, D. Pastor, S. Finney

{"title":"Between- versus Within-Examinee Variability in Test-Taking Effort and Test Emotions during a Low-Stakes Test","authors":"B. Perkins, D. Pastor, S. Finney","doi":"10.1080/08957347.2021.1987905","DOIUrl":"https://doi.org/10.1080/08957347.2021.1987905","url":null,"abstract":"ABSTRACT When tests are low stakes for examinees, meaning there are little to no personal consequences associated with test results, some examinees put little effort into their performance. To understand the causes and consequences of diminished effort, researchers correlate test-taking effort with other variables, such as test-taking emotions and test performance. Most studies correlate examinees’ overall level of test-taking effort with other variables, with fewer studies considering variables related to changing effort levels during testing. To understand if fluctuations in effort during testing relate to fluctuations in emotions, we collected effort and emotions (anger, boredom, emotionality, enjoyment, pride, worry) data from 768 university students three times during a low-stakes institutional accountability test. Examinees greatly varied in their average levels of effort and average levels of emotions during testing; relatively less variability was observed in these variables during testing. Average levels of emotions were predictive of effort, but fluctuations in emotions during testing were not. Our findings indicate that researchers should consider the proportion of intraindividual and interindividual variability in effort when considering predictors of test-taking effort.","PeriodicalId":51609,"journal":{"name":"Applied Measurement in Education","volume":"34 1","pages":"285 - 300"},"PeriodicalIF":1.5,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48626074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Detecting Differential Item Functioning Using Cognitive Diagnosis Models: Applications of the Wald Test and Likelihood Ratio Test in a University Entrance Examination 用认知诊断模型检测差异项目功能:Wald检验和似然比检验在高考中的应用

IF 1.5 4区教育学

Applied Measurement in Education Pub Date : 2021-10-02 DOI: 10.1080/08957347.2021.1987906

Roghayeh Mehrazmay, B. Ghonsooly, J. de la Torre

{"title":"Detecting Differential Item Functioning Using Cognitive Diagnosis Models: Applications of the Wald Test and Likelihood Ratio Test in a University Entrance Examination","authors":"Roghayeh Mehrazmay, B. Ghonsooly, J. de la Torre","doi":"10.1080/08957347.2021.1987906","DOIUrl":"https://doi.org/10.1080/08957347.2021.1987906","url":null,"abstract":"ABSTRACT The present study aims to examine gender differential item functioning (DIF) in the reading comprehension section of a high stakes test using cognitive diagnosis models. Based on the multiple-group generalized deterministic, noisy “and” gate (MG G-DINA) model, the Wald test and likelihood ratio test are used to detect DIF. The flagged items are further inspected to find the attributes they measure, and the probabilities of correct response are checked across latent profiles to gain insights into the potential reasons for the occurrence of DIF. In addition, attribute and latent class prevalence are examined across males and females. The three items displaying large DIF involve three attributes, namely Vocabulary, Main Idea, and Details. The results indicate that females have lower probabilities of correct response across all latent profiles, and fewer females have mastered all the attributes. Moreover, the findings show that the same attribute mastery profiles are prevalent across genders. Finally, the results of the DIF analysis are used to select models that could replace the complex MG G-DINA without significant loss of information.","PeriodicalId":51609,"journal":{"name":"Applied Measurement in Education","volume":"34 1","pages":"262 - 284"},"PeriodicalIF":1.5,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43501745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Reconceptualizing Rapid Responses as a Speededness Indicator in High-Stakes Assessments 重新定义快速反应作为高风险评估中的速度指标

IF 1.5 4区教育学

Applied Measurement in Education Pub Date : 2021-10-02 DOI: 10.1080/08957347.2021.1987904

R. Feinberg, D. Jurich, S. Wise

引用次数: 0

Characterizing the Latent Classes in a Mixture IRT Model Using DIF 用DIF刻画混合IRT模型中的潜在类

IF 1.5 4区教育学

Applied Measurement in Education Pub Date : 2021-10-02 DOI: 10.1080/08957347.2021.1987900

Tuğba Karadavut

引用次数: 0

A Method for Displaying Incremental Validity with Expectancy Charts 用期望图显示增量有效性的方法

IF 1.5 4区教育学

Applied Measurement in Education Pub Date : 2021-10-02 DOI: 10.1080/08957347.2021.1987902

Samuel D Lee, Philip T. Walmsley, P. Sackett, N. Kuncel

引用次数: 0

The Consideration of Admissions Testing at Colleges and Universities: A Perspective 高校招生考试的思考:一个视角

IF 1.5 4区教育学

Applied Measurement in Education Pub Date : 2021-10-02 DOI: 10.1080/08957347.2021.1987907

K. Geisinger

引用次数: 1

Comparing School Reports and Empirical Estimates of Relative Reliance on Tests Vs Grades in College Admissions 比较学校报告和经验估计相对依赖考试与成绩在大学录取

IF 1.5 4区教育学

Applied Measurement in Education Pub Date : 2021-10-02 DOI: 10.1080/08957347.2021.1987903

P. Sackett, M. S. Sharpe, N. Kuncel

引用次数: 0