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A Standardized Generalized Dimensionality Discrepancy Measure and a Standardized Model‐Based Covariance for Dimensionality Assessment for Multidimensional Models
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Roy Levy Yuning Xu Nedim Yel Dubravka Svetina 《Journal of Educational Measurement》2015,52(2):144-158
The standardized generalized dimensionality discrepancy measure and the standardized model‐based covariance are introduced as tools to critique dimensionality assumptions in multidimensional item response models. These tools are grounded in a covariance theory perspective and associated connections between dimensionality and local independence. Relative to their precursors, they allow for dimensionality assessment in a more readily interpretable metric of correlations. A simulation study demonstrates the utility of the discrepancy measures’ application at multiple levels of dimensionality analysis, and compares them to factor analytic and item response theoretic approaches. An example illustrates their use in practice. 相似文献
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Michael Davies Stephen N. Elliott Kuen Fung Sin Zi Yan Nedim Yel 《International Journal of Disability, Development & Education》2018,65(1):1-21
Adjustments are considered necessary for students with disabilities to be fully included in classroom instruction, classroom assessment and external accountability tests. The 67 item Checklist of Learning and Assessment Adjustments for Students (CLAAS), translated for the Chinese community, was used by 74 teachers from Macau and Mainland China to document their application of adjustments for 319 students with special educational needs across these three settings. Results indicated consistently large gaps between adjustment use in classrooms compared with national tests, with the allowable adjustments for public testing reportedly used very little. Findings also provided evidence for the content validity of the checklist for teachers of students with disabilities in China and its utility in documenting applied adjustments. This study also indicates the potential for CLAAS to provide teachers across China with a comprehensive list of adjustments, to reflect on and review adjustment decision-making and assessment protocols for all students. 相似文献
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Alexander Kurz Stephen N. Elliott Ryan J. Kettler Nedim Yel 《Educational Assessment》2013,18(3):159-184
This study provides initial evidence supporting intended score interpretations for the purpose of assessing opportunity to learn (OTL) via an online teacher log. MyiLOGS yields 5 scores related to instructional time, content, and quality. Based on data from 46 middle school classes, the evidence indicated that (a) MyiLOGS has high usability, (b) its quarterly summary scores are relatively consistent over time, (c) summary scores based on 20 randomly sampled log days provide reliable estimates of teachers' respective yearly summary scores, and (d) most teachers report positive consequences from using the instrument. Agreements between log data from teachers and independent observers were comparable to agreements reported in similar studies. Moreover, several OTL scores exhibited moderate correlations with achievement and virtually nonexistent correlations with a curricular alignment index. Limitations and directions for future research to strengthen and extend this initial evidence are discussed. 相似文献
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Güner Tural Ali R?za Akdeniz Nedim Alev 《Journal of Science Education and Technology》2010,19(5):470-488
Weight is one of the basic concepts of physics. Its gravitational definition accommodates difficulties for students to understand
the state of weightlessness. The aim of this study is to investigate the effect of materials based on 5E teaching model and
related to weightlessness on science student teachers’ learning. The sample of the study was 9 volunteer student teachers
who were in their first grade in Science Teaching Program in Fatih Faculty of Education, Karadeniz Technical University. Both
qualitative and quantitative data were gathered to find answers to the research questions. Findings revealed that all physics
textbooks reviewed gave gravitational definition of weight. Also the concept of weightlessness hasn’t been covered in high
school and some university textbooks. It was determined that before the implementation student teachers had non-scientific
explanations about weightlessness. The implementation of the 5E teaching model and materials developed are effective on learning
the weightlessness. It is suggested that similar applications can also be used in other physics subjects or in other fields
of science. 相似文献
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Using Kemer, Borders, and Willse's ( 2014 ) concept map as a conceptual model, the authors aimed to understand expert supervisors' priorities with their easy and challenging supervisees. Experts' priorities with easy and challenging supervisees were represented in different parts of the concept map, and they seemed to individualize their work with challenging supervisees. 相似文献
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