职前小学教师对阅读策略的元认知意识以及利用拉施分析法进行评级改进的可能性

IF 2.6 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Soeharto Soeharto , Martono Martono , Hairida Hairida , Aigul Akhmetova , Fitria Arifiyanti , Csapó Benő , Charalambous Charalambos
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引用次数: 0

摘要

本研究采用印尼语版阅读策略元认知意识量表(MARSI)调查职前小学教师的阅读策略。参与者为印度尼西亚的4377名职前小学教师。数据是通过在线表格收集的,邀请是随机发出的。参与者被分为两项研究:研究1中有2912名参与者,使用5点李克特量表,研究2中有1465名参与者,使用4点李克特量表。采用Rasch测量法进行效度和信度调查、评分改进分析、基于性别的项目难度功能检查和职前小学教师阅读策略分类。根据Rasch模型,调整后的问卷满足所有心理测量要求。基于观察到的测量平均值和曲线概率类别,4分制问卷比5分制问卷表现出更好的功能。教师的能力在- 6 logit到6.45 logit之间。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The metacognitive awareness of reading strategy among pre-service primary teachers and the possibility of rating improvement using Rasch analysis

This study investigated pre-service primary teachers' reading strategies using the Metacognitive Awareness of Reading Strategy Inventory (MARSI) in the Indonesian version. The participants were 4377 pre-service primary teachers in Indonesia. The data were collected via an online form, and the invitations were sent out randomly. The participants were divided into two studies: 2912 participants were in study 1, which used a 5-point Likert scale, and 1465 participants were in study 2, using a 4-point Likert scale. The Rasch measurement approach was used in investigating the validity and reliability, rating improvement analysis, checking item difficulty functioning based on gender, and classifying pre-service primary teacher reading strategies. The adapted questionnaire satisfied all psychometric requirements based on Rasch modeling. The questionnaire with a 4-point scale showed better function than the 5-point one based on the observed measure average and curve probability category. The teachers' abilities ranged from − 6 logit to 6.45 logit.

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来源期刊
CiteScore
6.90
自引率
6.50%
发文量
90
审稿时长
62 days
期刊介绍: Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.
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