Test development is a complicated process that demands examining various factors, one of them being writing items of varying difficulty. It is important to use items of a different range of difficulty to ensure that the test results accurately indicate the test-taker's abilities. Therefore, the factors affecting item difficulty should be defined, and item difficulties should be estimated before testing. This study aims to investigate the factors that affect estimated and perceived item difficulty in the High School Entrance Examination in Türkiye and to improve estimation accuracy by giving feedback to the experts. The study started with estimating item difficulty for 40 items belonging to reading comprehension, grammar, and reasoning based on data. Then, the experts' predictions were compared with the estimated item difficulty and feedback was provided to improve the accuracy of their predictions. The study found that some item features (e.g., length and readability) did not affect the estimated difficulty but affected the experts' item difficulty perceptions. Based on these results, the study concludes that providing feedback to experts can improve the factors affecting their item difficulty estimates. So, it can help improve the quality of future tests and provide feedback to experts to improve their ability to estimate item difficulty accurately.
{"title":"The difference between estimated and perceived item difficulty: An empirical study","authors":"Ayfer Sayın, Okan Bulut","doi":"10.21449/ijate.1376160","DOIUrl":"https://doi.org/10.21449/ijate.1376160","url":null,"abstract":"Test development is a complicated process that demands examining various factors, one of them being writing items of varying difficulty. It is important to use items of a different range of difficulty to ensure that the test results accurately indicate the test-taker's abilities. Therefore, the factors affecting item difficulty should be defined, and item difficulties should be estimated before testing. This study aims to investigate the factors that affect estimated and perceived item difficulty in the High School Entrance Examination in Türkiye and to improve estimation accuracy by giving feedback to the experts. The study started with estimating item difficulty for 40 items belonging to reading comprehension, grammar, and reasoning based on data. Then, the experts' predictions were compared with the estimated item difficulty and feedback was provided to improve the accuracy of their predictions. The study found that some item features (e.g., length and readability) did not affect the estimated difficulty but affected the experts' item difficulty perceptions. Based on these results, the study concludes that providing feedback to experts can improve the factors affecting their item difficulty estimates. So, it can help improve the quality of future tests and provide feedback to experts to improve their ability to estimate item difficulty accurately.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141018965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Children talking to their parents more frequently about past experiences tend to have higher emotion regulation skills and self-esteem in their future lives, which may lead to higher volume and richer emotional content in future memories. Previous research also indicated that self-esteem has a strong bond with emotion regulation skills. This study’s aim is to measure the mediator roles of emotion regulation difficulty and self-esteem on the relationship between childhood maternal reminiscing frequency and the volume and emotional content of the current memory experienced with the mother. Additionally, mediator roles of self-esteem in the connection between past maternal reminiscing and emotion regulation difficulty, and emotion regulation difficulty in the relationship between self-esteem and the current memory variables (i.e., total words, total emotion and unique emotion words) are examined. Participants (N=124, the age range was 22-39) filled out Rosenberg Self-Esteem, Emotion Regulation Difficulty, and Family Reminiscence Scales and wrote down one negatively-charged recent memory about their mothers. Path analysis revealed significant positive associations between past maternal reminiscing and self-esteem, emotion regulation difficulty, and total and unique emotion words in recent memory, and negative association between self-esteem and emotion regulation difficulty, supporting half of the mediation hypotheses. Results supported the notion that the frequency of parent-child reminiscing conversations in childhood is a parameter of child development since it can show its prospective effect via improving self-esteem and emotional functioning. Gender differences were not evident for current memory variables but more research on this issue is needed to reach more precise conclusions.
{"title":"Current Effect of Mother-Child Memory Talk on Emotion Regulation, Self-Esteem, and Memory","authors":"Nilsu Borhan","doi":"10.21449/ijate.1380529","DOIUrl":"https://doi.org/10.21449/ijate.1380529","url":null,"abstract":"Children talking to their parents more frequently about past experiences tend to have higher emotion regulation skills and self-esteem in their future lives, which may lead to higher volume and richer emotional content in future memories. Previous research also indicated that self-esteem has a strong bond with emotion regulation skills. This study’s aim is to measure the mediator roles of emotion regulation difficulty and self-esteem on the relationship between childhood maternal reminiscing frequency and the volume and emotional content of the current memory experienced with the mother. Additionally, mediator roles of self-esteem in the connection between past maternal reminiscing and emotion regulation difficulty, and emotion regulation difficulty in the relationship between self-esteem and the current memory variables (i.e., total words, total emotion and unique emotion words) are examined. Participants (N=124, the age range was 22-39) filled out Rosenberg Self-Esteem, Emotion Regulation Difficulty, and Family Reminiscence Scales and wrote down one negatively-charged recent memory about their mothers. Path analysis revealed significant positive associations between past maternal reminiscing and self-esteem, emotion regulation difficulty, and total and unique emotion words in recent memory, and negative association between self-esteem and emotion regulation difficulty, supporting half of the mediation hypotheses. Results supported the notion that the frequency of parent-child reminiscing conversations in childhood is a parameter of child development since it can show its prospective effect via improving self-esteem and emotional functioning. Gender differences were not evident for current memory variables but more research on this issue is needed to reach more precise conclusions.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140236403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Adem Kantar, Busra ASLAN CEVHEROGLU, Ayşegül Bakir, Serel AKDUR ÇİÇEK
This study aims to adapt the Academic Entitlement Scale to Turkish culture and examine the scale's measurement invariance according to gender. The study was conducted with 372 university students aged 18 and 54 (I = 20.90). The study used the Academic Entitlement Scale, Rosenberg Self-Esteem Scale, Narcissistic Personality Inventory, and Locus of Control Scale as data collection tools. Confirmatory factor analysis was performed to identify the construct validity of the scale. The measurement invariance of the scale according to gender was examined using multi-group confirmatory factor analysis. Correlations between research variables were analyzed with the Pearson Correlation Test. Cronbach's Alpha was performed to measure the internal consistency reliability of the study. As a result of the analyses, it was determined that academic entitlement was positively correlated with self-esteem and external locus of control. In addition, it was revealed that the externalized responsibility sub-dimension was positively correlated to narcissism. The research findings indicate that the scale is a valid and reliable measurement tool within Turkish culture.
{"title":"Examining the validity and reliability of the academic entitlement scale in Turkish culture","authors":"Adem Kantar, Busra ASLAN CEVHEROGLU, Ayşegül Bakir, Serel AKDUR ÇİÇEK","doi":"10.21449/ijate.1364169","DOIUrl":"https://doi.org/10.21449/ijate.1364169","url":null,"abstract":"This study aims to adapt the Academic Entitlement Scale to Turkish culture and examine the scale's measurement invariance according to gender. The study was conducted with 372 university students aged 18 and 54 (I = 20.90). The study used the Academic Entitlement Scale, Rosenberg Self-Esteem Scale, Narcissistic Personality Inventory, and Locus of Control Scale as data collection tools. Confirmatory factor analysis was performed to identify the construct validity of the scale. The measurement invariance of the scale according to gender was examined using multi-group confirmatory factor analysis. Correlations between research variables were analyzed with the Pearson Correlation Test. Cronbach's Alpha was performed to measure the internal consistency reliability of the study. As a result of the analyses, it was determined that academic entitlement was positively correlated with self-esteem and external locus of control. In addition, it was revealed that the externalized responsibility sub-dimension was positively correlated to narcissism. The research findings indicate that the scale is a valid and reliable measurement tool within Turkish culture.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140248520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The proliferation of digital information technologies has underscored the heightened necessity for online information search. This study is directed towards the analysis of the strategies adopted by prospective teachers in the selection of digital content employed for accessing information, their preferences concerning the use of digital and online tools, and the rationale that underpins these preferences. To achieve this aim, the case study method was used. Employing the purposive sampling method, the study involved a participant pool of 72 teacher candidates in the 3rd and 4th grades within the faculties of education. To collect data, a personal information form, an online interview form, a focus group interview form, and a word association test were employed. The data were analyzed using the content and descriptive analysis methods. At the end of the study, the prospective teachers expressed a common tendency that when it comes to scientific research, they often prefer to search for articles whereas for more general inquiries, they have a propensity for utilizing internet searches. Most of the prospective teachers follow a step-by-step research process when accessing information. In addition, they employ both goal-oriented and general-content resources while in pursuit of scientific information. They pay attention to data reliability, accurate information, speed, and access to the Internet in the process of obtaining information. They consider the tools they use adequate and reliable. Teacher candidates establish complex conceptual networks among the array of tools they employ to access information. A comprehensive discussion concerning the outcomes of the research is also presented.
{"title":"Digital and online tools employed by prospective teachers to access information","authors":"N. T. Ateş, Nurcan Tekin","doi":"10.21449/ijate.1359251","DOIUrl":"https://doi.org/10.21449/ijate.1359251","url":null,"abstract":"The proliferation of digital information technologies has underscored the heightened necessity for online information search. This study is directed towards the analysis of the strategies adopted by prospective teachers in the selection of digital content employed for accessing information, their preferences concerning the use of digital and online tools, and the rationale that underpins these preferences. To achieve this aim, the case study method was used. Employing the purposive sampling method, the study involved a participant pool of 72 teacher candidates in the 3rd and 4th grades within the faculties of education. To collect data, a personal information form, an online interview form, a focus group interview form, and a word association test were employed. The data were analyzed using the content and descriptive analysis methods. At the end of the study, the prospective teachers expressed a common tendency that when it comes to scientific research, they often prefer to search for articles whereas for more general inquiries, they have a propensity for utilizing internet searches. Most of the prospective teachers follow a step-by-step research process when accessing information. In addition, they employ both goal-oriented and general-content resources while in pursuit of scientific information. They pay attention to data reliability, accurate information, speed, and access to the Internet in the process of obtaining information. They consider the tools they use adequate and reliable. Teacher candidates establish complex conceptual networks among the array of tools they employ to access information. A comprehensive discussion concerning the outcomes of the research is also presented.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140250591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mustafa İlhan, N. Güler, Gülşen Taşdelen Teker, Ömer Ergenekon
This study aimed to examine the effects of reverse items created with different strategies on psychometric properties and respondents’ scale scores. To this end, three versions of a 10-item scale in the research were developed: 10 positive items were integrated in the first form (Form-P) and five positive and five reverse items in the other two forms. The reverse items in the second and third forms were crafted using antonyms (Form-RA) and negations (Form-RN), respectively. Based on the research results, Form-P was unidimensional, while other forms were two-dimensional. Moreover, although reliability coefficients of all forms were obtained as above .80, the lowest one was acquired for Form-RN. There were strong-positive relationships between students’ scores in the three scale forms. However, the lowest one was estimated between Form-P and Form-RN. Finally, there was a significant difference between the students’ mean scores obtained from Form–RN and other two versions, but the effect size of the said difference was small. In conclusion, all these results indicate that different types of reverse items influence psychometric properties and respondents’ scale scores differently.
{"title":"The effects of reverse items on psychometric properties and respondents’ scale scores according to different item reversal strategies","authors":"Mustafa İlhan, N. Güler, Gülşen Taşdelen Teker, Ömer Ergenekon","doi":"10.21449/ijate.1345549","DOIUrl":"https://doi.org/10.21449/ijate.1345549","url":null,"abstract":"This study aimed to examine the effects of reverse items created with different strategies on psychometric properties and respondents’ scale scores. To this end, three versions of a 10-item scale in the research were developed: 10 positive items were integrated in the first form (Form-P) and five positive and five reverse items in the other two forms. The reverse items in the second and third forms were crafted using antonyms (Form-RA) and negations (Form-RN), respectively. Based on the research results, Form-P was unidimensional, while other forms were two-dimensional. Moreover, although reliability coefficients of all forms were obtained as above .80, the lowest one was acquired for Form-RN. There were strong-positive relationships between students’ scores in the three scale forms. However, the lowest one was estimated between Form-P and Form-RN. Finally, there was a significant difference between the students’ mean scores obtained from Form–RN and other two versions, but the effect size of the said difference was small. In conclusion, all these results indicate that different types of reverse items influence psychometric properties and respondents’ scale scores differently.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140251233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the present study, the Teacher Formative Assessment Literacy Scale (TFALS), developed by Yan and Pastore (2022a), was translated into Turkish to examine the factor structure and psychometric characteristics of the scale in a Turkish sample. Data was collected from 318 teachers, of whom 168 were males and 150 were females, working in different state schools in a city in the Central Anatolia Region of Türkiye. As the first step, the scale items were translated and back-translated by experts in both English and Turkish. Afterward, experts were presented with the scale to check for consistency and accuracy based on the feedback received. A pilot study was carried out to establish the linguistic equivalence of the scale, followed by an examination of its structural validity in a Turkish sample. To demonstrate evidence of the confirmed factor structure of TFALS with 22 items, the confirmatory factor analysis (CFA) was conducted. The CFA results demonstrated that the three-factor model of the TFALS-Turkish-version had adequate fit indices. The Cronbach’s alpha coefficient of the total scale was found to be .93. The Cronbach’s alpha for each of the dimensions of TFALS was .90 for the conceptual dimension (7 items), .86 for the practical dimension (8 items), and .88 for the socio-emotional dimension (7 items). Composite reliability coefficients of the dimensions ranged from .78 to .84. The results of this study provide important evidence for the validity and reliability of the Turkish version of the TFALS, confirming that it has good psychometric properties in a Turkish sample
{"title":"Adapting the teacher formative assessment literacy scale into Turkish: Validation and reliability study","authors":"Kemal Izci, İlhan İlter, Gokhan Izgar","doi":"10.21449/ijate.1343373","DOIUrl":"https://doi.org/10.21449/ijate.1343373","url":null,"abstract":"In the present study, the Teacher Formative Assessment Literacy Scale (TFALS), developed by Yan and Pastore (2022a), was translated into Turkish to examine the factor structure and psychometric characteristics of the scale in a Turkish sample. Data was collected from 318 teachers, of whom 168 were males and 150 were females, working in different state schools in a city in the Central Anatolia Region of Türkiye. As the first step, the scale items were translated and back-translated by experts in both English and Turkish. Afterward, experts were presented with the scale to check for consistency and accuracy based on the feedback received. A pilot study was carried out to establish the linguistic equivalence of the scale, followed by an examination of its structural validity in a Turkish sample. To demonstrate evidence of the confirmed factor structure of TFALS with 22 items, the confirmatory factor analysis (CFA) was conducted. The CFA results demonstrated that the three-factor model of the TFALS-Turkish-version had adequate fit indices. The Cronbach’s alpha coefficient of the total scale was found to be .93. The Cronbach’s alpha for each of the dimensions of TFALS was .90 for the conceptual dimension (7 items), .86 for the practical dimension (8 items), and .88 for the socio-emotional dimension (7 items). Composite reliability coefficients of the dimensions ranged from .78 to .84. The results of this study provide important evidence for the validity and reliability of the Turkish version of the TFALS, confirming that it has good psychometric properties in a Turkish sample","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140249506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to develop a knowledge test to assess secondary school students' awareness of scientists. After determining the topics that the questions in the test would measure, 50 multiple-choice questions were prepared and presented to six experts in the field. Following the experts' feedback, the number of questions in the test was reduced to 44 due to issues related to question clarity, alignment with the curriculum, and cognitive appropriateness. The 44-question test underwent item analysis. The prepared test was subjected to a preliminary pilot application with 222 secondary school students. As a result of the preliminary pilot application, two questions with discrimination indices of 0.19 or lower were removed, and the final version of the test was arranged to consist of 42 questions for the pilot application. The pilot application was conducted with 211 secondary school students. In this application, secondary school students were administered the Knowledge Test of Scientists consisting of 42 questions, and item analysis was performed again. Two questions with discrimination indices of 0.19 or lower were removed from the pilot application. As a result of the pilot application, the Knowledge Test of Scientists had a KR-20 reliability coefficient of 0.94, and the Spearman Brown two-half test correlation coefficient was calculated as 0.92. The final version of the scale was arranged to consist of 40 items. These results demonstrate that the test is highly reliable, meaning that the test results accurately reflect the measured attribute and are replicable.
{"title":"Development of a knowledge test about scientists for secondary school students","authors":"Pelin Yildirim, G. Keçeci, Fikriye KIRBAĞ ZENGİN","doi":"10.21449/ijate.1351510","DOIUrl":"https://doi.org/10.21449/ijate.1351510","url":null,"abstract":"This study aims to develop a knowledge test to assess secondary school students' awareness of scientists. After determining the topics that the questions in the test would measure, 50 multiple-choice questions were prepared and presented to six experts in the field. Following the experts' feedback, the number of questions in the test was reduced to 44 due to issues related to question clarity, alignment with the curriculum, and cognitive appropriateness. The 44-question test underwent item analysis. The prepared test was subjected to a preliminary pilot application with 222 secondary school students. As a result of the preliminary pilot application, two questions with discrimination indices of 0.19 or lower were removed, and the final version of the test was arranged to consist of 42 questions for the pilot application. The pilot application was conducted with 211 secondary school students. In this application, secondary school students were administered the Knowledge Test of Scientists consisting of 42 questions, and item analysis was performed again. Two questions with discrimination indices of 0.19 or lower were removed from the pilot application. As a result of the pilot application, the Knowledge Test of Scientists had a KR-20 reliability coefficient of 0.94, and the Spearman Brown two-half test correlation coefficient was calculated as 0.92. The final version of the scale was arranged to consist of 40 items. These results demonstrate that the test is highly reliable, meaning that the test results accurately reflect the measured attribute and are replicable.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140250820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this study was to investigate the relationship between school structure, distributed leadership and accountability of school administrators. Relational survey design was adopted in the study. 444 elementary school teachers working in Aziziye, Palandöken and Yakutiye in Erzurum participated in the study. In sample selection, stratified sampling method was used. In data collection, the Enabling School Structure Scale, the Distributed Leadership Scale and the Accountability Behavior Scale for School Administrators were used. The data were analyzed using SPSS 23.0 for preliminary statistical analyses, LISREL 8.80 for Structural Equation Modeling (SEM), and the PROCESS macro for SPSS v3.3 for mediation analyses. In data analysis, Pearson Product-Moment Correlation Analysis, Bootstrap Analysis, and SEM were used. Furthermore, a mediation analysis was conducted to investigate whether distributed leadership played a mediating role in the relationship between school structure and accountability. The results revealed that coercive bureaucracy had a negative effect on accountability and distributed leadership while enabling bureaucracy had a positive effect on accountability and distributed leadership. Furthermore, the analysis revealed a positive effect of distributed leadership on accountability. This study revealed the mediating role of distributed leadership in the effect of coercive and enabling bureaucracy on accountability. In other words, it was found that the coercive and enabling bureaucracy had direct and indirect effects on accountability. Finally, a number of recommendations were made to educators, policy makers and researchers based on these findings.
{"title":"The examination of mediating role of distributed leadership in the relationship between school structure and accountability","authors":"Mustafa Orhan, T. Özdemir","doi":"10.21449/ijate.1309449","DOIUrl":"https://doi.org/10.21449/ijate.1309449","url":null,"abstract":"The aim of this study was to investigate the relationship between school structure, distributed leadership and accountability of school administrators. Relational survey design was adopted in the study. 444 elementary school teachers working in Aziziye, Palandöken and Yakutiye in Erzurum participated in the study. In sample selection, stratified sampling method was used. In data collection, the Enabling School Structure Scale, the Distributed Leadership Scale and the Accountability Behavior Scale for School Administrators were used. The data were analyzed using SPSS 23.0 for preliminary statistical analyses, LISREL 8.80 for Structural Equation Modeling (SEM), and the PROCESS macro for SPSS v3.3 for mediation analyses. In data analysis, Pearson Product-Moment Correlation Analysis, Bootstrap Analysis, and SEM were used. Furthermore, a mediation analysis was conducted to investigate whether distributed leadership played a mediating role in the relationship between school structure and accountability. The results revealed that coercive bureaucracy had a negative effect on accountability and distributed leadership while enabling bureaucracy had a positive effect on accountability and distributed leadership. Furthermore, the analysis revealed a positive effect of distributed leadership on accountability. This study revealed the mediating role of distributed leadership in the effect of coercive and enabling bureaucracy on accountability. In other words, it was found that the coercive and enabling bureaucracy had direct and indirect effects on accountability. Finally, a number of recommendations were made to educators, policy makers and researchers based on these findings.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140248758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed to develop a valid and reliable measurement tool to determine the anxiety levels of parents with gifted children. The participants were selected using a convenient sampling method. The sample of this study consisted of 550 parents of gifted middle school students attending 12 Science and Art Centers throughout Turkey in the 2022-2023 academic year. This study utilized the "Anxiety Scale for Parents of Gifted Children," developed by the researchers in this study, which consisted of 30 items, to obtain quantitative data. A Personal Information Form was used for demographic information. The scale’s validity was assessed through face, content, and construct validity, and its reliability was examined using Cronbach's alpha coefficient, item discrimination, and test-retest analyses. Expert opinion and a pilot study were conducted for face and content validity, whereas EFA and CFA were performed for construct validity. The data of 300 randomly selected participants (229 females and 71 males) were used for EFA, while the data of the remaining 250 participants (189 females and 61 males) were used for CFA. As a result of the EFA, eleven items were excluded, and CFA was conducted. The analysis yielded the following fit indices for the scale: RMSEA= .054, GFI= .912, CFI= .937, and IFI= .939. The Cronbach's alpha reliability coefficient was .890. Based on the analyses, a valid and reliable scale comprising 19 items and five factors was developed to assess the anxiety levels of parents with gifted children.
{"title":"Anxiety scale for parents of gifted children (ASPGC): Validity and reliability study","authors":"Kübra YİĞİT TEKEL, Melike Şule Yildiz, Duygu MUTLU BAYRAKTAR, Marilena Z. Leana Taşcılar","doi":"10.21449/ijate.1318283","DOIUrl":"https://doi.org/10.21449/ijate.1318283","url":null,"abstract":"This study aimed to develop a valid and reliable measurement tool to determine the anxiety levels of parents with gifted children. The participants were selected using a convenient sampling method. The sample of this study consisted of 550 parents of gifted middle school students attending 12 Science and Art Centers throughout Turkey in the 2022-2023 academic year. This study utilized the \"Anxiety Scale for Parents of Gifted Children,\" developed by the researchers in this study, which consisted of 30 items, to obtain quantitative data. A Personal Information Form was used for demographic information. The scale’s validity was assessed through face, content, and construct validity, and its reliability was examined using Cronbach's alpha coefficient, item discrimination, and test-retest analyses. Expert opinion and a pilot study were conducted for face and content validity, whereas EFA and CFA were performed for construct validity. The data of 300 randomly selected participants (229 females and 71 males) were used for EFA, while the data of the remaining 250 participants (189 females and 61 males) were used for CFA. As a result of the EFA, eleven items were excluded, and CFA was conducted. The analysis yielded the following fit indices for the scale: RMSEA= .054, GFI= .912, CFI= .937, and IFI= .939. The Cronbach's alpha reliability coefficient was .890. Based on the analyses, a valid and reliable scale comprising 19 items and five factors was developed to assess the anxiety levels of parents with gifted children.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140248438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study was carried out to develop a test to assess algorithmic thinking skills. To this end, the twelve steps suggested by Downing (2006) were adopted. Throughout the test development, 24 middle school sixth-grade students and eight experts in different areas took part as needed in the tasks on the project. The test was given to 252 students attending the sixth grade who were selected through purposeful sampling. The content validity of the test was ensured by means of obtaining expert opinion, whereas the construct validity was ensured by performing an independent sample t-test on the difference between the lower and upper groups. As a result, the algorithmic thinking skills assessment test was finalized with 22 main items and 2 sample items, totalling 24 items. The KR-20 reliability analysis proved a quite reliable test based on the reliability coefficient of 0.83. As mentioned earlier, the independent sample t-test was applied to the difference of lower and upper groups for construct validation of the test. It was seen that the test items are significant in discriminating the students in the lower and upper groups (p
本研究旨在开发一种评估算法思维能力的测试。为此，我们采用了 Downing（2006 年）提出的十二个步骤。在整个测试开发过程中，24 名初中六年级学生和 8 名不同领域的专家根据需要参与了项目任务。通过有目的的抽样，选出了 252 名六年级学生参加测试。测试的内容效度是通过获取专家意见来保证的，而建构效度则是通过对低年级组和高年级组之间的差异进行独立样本 t 检验来保证的。因此，算法思维能力评估测试最终确定了 22 个主要项目和 2 个样本项目，共计 24 个项目。KR-20 的信度分析表明，该测验的信度系数为 0.83，相当可靠。如前所述，为了对测验进行建构验证，我们对低年级组和高年级组的差异进行了独立样本 t 检验。结果表明，测验项目在区分低年级组和高年级组学生方面具有显著性（p
{"title":"Developing a game-based test to assess middle school sixth-grade students’ algorithmic thinking skills","authors":"Yasemin Karal, Emre Zengi̇n","doi":"10.21449/ijate.1327082","DOIUrl":"https://doi.org/10.21449/ijate.1327082","url":null,"abstract":"This study was carried out to develop a test to assess algorithmic thinking skills. To this end, the twelve steps suggested by Downing (2006) were adopted. Throughout the test development, 24 middle school sixth-grade students and eight experts in different areas took part as needed in the tasks on the project. The test was given to 252 students attending the sixth grade who were selected through purposeful sampling. The content validity of the test was ensured by means of obtaining expert opinion, whereas the construct validity was ensured by performing an independent sample t-test on the difference between the lower and upper groups. As a result, the algorithmic thinking skills assessment test was finalized with 22 main items and 2 sample items, totalling 24 items. The KR-20 reliability analysis proved a quite reliable test based on the reliability coefficient of 0.83. As mentioned earlier, the independent sample t-test was applied to the difference of lower and upper groups for construct validation of the test. It was seen that the test items are significant in discriminating the students in the lower and upper groups (p","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140510665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：