{"title":"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","authors":"Soeharto Soeharto , Martono Martono , Hairida Hairida , Aigul Akhmetova , Fitria Arifiyanti , Csapó Benő , Charalambous Charalambos","doi":"10.1016/j.stueduc.2023.101319","DOIUrl":null,"url":null,"abstract":"<div><p>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.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"80 ","pages":"Article 101319"},"PeriodicalIF":2.6000,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0191491X23000858/pdfft?md5=034d1bfaffa393d1681556b1c7002eff&pid=1-s2.0-S0191491X23000858-main.pdf","citationCount":"0","resultStr":"{\"title\":\"The metacognitive awareness of reading strategy among pre-service primary teachers and the possibility of rating improvement using Rasch analysis\",\"authors\":\"Soeharto Soeharto , Martono Martono , Hairida Hairida , Aigul Akhmetova , Fitria Arifiyanti , Csapó Benő , Charalambous Charalambos\",\"doi\":\"10.1016/j.stueduc.2023.101319\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>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.</p></div>\",\"PeriodicalId\":47539,\"journal\":{\"name\":\"Studies in Educational Evaluation\",\"volume\":\"80 \",\"pages\":\"Article 101319\"},\"PeriodicalIF\":2.6000,\"publicationDate\":\"2023-12-14\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.sciencedirect.com/science/article/pii/S0191491X23000858/pdfft?md5=034d1bfaffa393d1681556b1c7002eff&pid=1-s2.0-S0191491X23000858-main.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Studies in Educational Evaluation\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0191491X23000858\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studies in Educational Evaluation","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0191491X23000858","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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.