The main aim of this study was to introduce the ConQuest program, which is used in the analysis of multivariate and multidimensional data structures, and to show its applications on example data structures. To achieve this goal, a basic research approach was applied. Thus, how to use the ConQuest program and how to prepare the data set for analysis were explained step by step. Then, two example applications were made considering the multidimensional structures. Finally, different sources of variability (e.g., item, student, rater, gender), which are both multidimensional and independent of each other, were performed by considering different sources of variability together. According to the analyses, the dimensionality of the data structures must be examined in the analysis process. If the data structure is multidimensional, appropriate multidimensional IRT analyses should be performed.
{"title":"Using ACER ConQuest program to examine multidimensional and many-facet models","authors":"Mahmut Sami Koyuncu, M. Şata","doi":"10.21449/ijate.1238248","DOIUrl":"https://doi.org/10.21449/ijate.1238248","url":null,"abstract":"The main aim of this study was to introduce the ConQuest program, which is used in the analysis of multivariate and multidimensional data structures, and to show its applications on example data structures. To achieve this goal, a basic research approach was applied. Thus, how to use the ConQuest program and how to prepare the data set for analysis were explained step by step. Then, two example applications were made considering the multidimensional structures. Finally, different sources of variability (e.g., item, student, rater, gender), which are both multidimensional and independent of each other, were performed by considering different sources of variability together. According to the analyses, the dimensionality of the data structures must be examined in the analysis process. If the data structure is multidimensional, appropriate multidimensional IRT analyses should be performed.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47453301","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}
Depression is a latent characteristic that is measured through self-reported or clinician-mediated instruments such as scales and inventories. The Precision of depression estimates largely depends on the validity of the items used and on the truthfulness of people responding to these items. The existing methodology in instrumentation based on a factor-analytic approach has limited applicability, especially in the detection of sources of measurement error in item- and person-level analyses. While there are probabilistic approaches such as the use of Item Response Theory and the Rasch model in validating instruments, there are no definite guidelines on the sequence of steps to follow. This study explored the suitability of the Rasch model in assessing and streamlining the University Student Depression Inventory (USDI) using a sequential strategy based on the item response model assumptions, which involves fitting the data to the model through the elimination of misfits, analyzing retained items, and constructing measures. The strategy was applied to two sets of survey data collected from the same population of college students enrolled in a Philippine university but in different semesters. Results showed that the Rasch procedure was able to detect misfit items and persons, which guided decisions regarding the removal of problematic items and persons while preserving the reliability of the original scale. The methodology used was found to be replicable, as the analyses for the two datasets yielded comparable results in terms of number of items retained, item estimates and severity ordering, and distribution of student depression measures.
{"title":"Application of the Rasch model in streamlining an instrument measuring depression among college students","authors":"S. Balbuena","doi":"10.21449/ijate.1210479","DOIUrl":"https://doi.org/10.21449/ijate.1210479","url":null,"abstract":"Depression is a latent characteristic that is measured through self-reported or clinician-mediated instruments such as scales and inventories. The Precision of depression estimates largely depends on the validity of the items used and on the truthfulness of people responding to these items. The existing methodology in instrumentation based on a factor-analytic approach has limited applicability, especially in the detection of sources of measurement error in item- and person-level analyses. While there are probabilistic approaches such as the use of Item Response Theory and the Rasch model in validating instruments, there are no definite guidelines on the sequence of steps to follow. This study explored the suitability of the Rasch model in assessing and streamlining the University Student Depression Inventory (USDI) using a sequential strategy based on the item response model assumptions, which involves fitting the data to the model through the elimination of misfits, analyzing retained items, and constructing measures. The strategy was applied to two sets of survey data collected from the same population of college students enrolled in a Philippine university but in different semesters. Results showed that the Rasch procedure was able to detect misfit items and persons, which guided decisions regarding the removal of problematic items and persons while preserving the reliability of the original scale. The methodology used was found to be replicable, as the analyses for the two datasets yielded comparable results in terms of number of items retained, item estimates and severity ordering, and distribution of student depression measures.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45768554","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 at investigating the effectiveness of "Philosophy for Children (P4C)" approach on the critical thinking and English-speaking skills of twenty-three 7th grade gifted students learning English as a foreign language at a Science and Art Center (SAC) in the city of Denizli, Türkiye. In the study a mixed methods research design was adopted with the participation of randomly assigned experimental and control groups. While quantitative data were collected through the Cornell Critical Thinking Test (CCTT) X level and the Cambridge English Speaking Test (A2 level for Schools), qualitative data were collected through reflective diaries written by the experimental group participants and evaluation forms. While the control group followed the usual SAC English speaking lessons, English speaking lessons for the experimental group were based on the P4C approach. According to the quantitative data findings, there was an increase in the scores of both groups in terms of speaking skills in English, however this difference was not statistically significant. In terms of critical-thinking skills, there was a slight decrease between the pre-test and post-test scores of the control group and an increase in the scores of the experimental group and this difference was statistically significant. In addition, the qualitative data revealed that the experimental group participants generally provided positive feedback on P4C practices and speaking lessons based on the P4C approach created positive effects on their critical thinking and speaking skills in English, while such an application did not create a significant effect on their speaking skills in English.
{"title":"Enhancing critical thinking and English-speaking skills of gifted students through philosophy for children approach","authors":"F. Acar, R. Arslan","doi":"10.21449/ijate.1267223","DOIUrl":"https://doi.org/10.21449/ijate.1267223","url":null,"abstract":"This study aimed at investigating the effectiveness of \"Philosophy for Children (P4C)\" approach on the critical thinking and English-speaking skills of twenty-three 7th grade gifted students learning English as a foreign language at a Science and Art Center (SAC) in the city of Denizli, Türkiye. In the study a mixed methods research design was adopted with the participation of randomly assigned experimental and control groups. While quantitative data were collected through the Cornell Critical Thinking Test (CCTT) X level and the Cambridge English Speaking Test (A2 level for Schools), qualitative data were collected through reflective diaries written by the experimental group participants and evaluation forms. While the control group followed the usual SAC English speaking lessons, English speaking lessons for the experimental group were based on the P4C approach. According to the quantitative data findings, there was an increase in the scores of both groups in terms of speaking skills in English, however this difference was not statistically significant. In terms of critical-thinking skills, there was a slight decrease between the pre-test and post-test scores of the control group and an increase in the scores of the experimental group and this difference was statistically significant. In addition, the qualitative data revealed that the experimental group participants generally provided positive feedback on P4C practices and speaking lessons based on the P4C approach created positive effects on their critical thinking and speaking skills in English, while such an application did not create a significant effect on their speaking skills in English.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46638476","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}
We report the validity of a test instrument that assesses the arithmetic ability of primary students by (a) describing the theoretical model of arithmetic ability assessment using Wilson’s (2004) four building blocks of constructing measures and (b) providing empirical evidence for the validation study. The instrument consists of 21 multiple-choice questions that hierarchically evaluate arithmetic intended learning outcomes (ILOs) on arithmetic ability, hierarchically, based on Bloom’s cognitive taxonomy for 138 primary three grade students. The theoretical model describes students’ arithmetic ability on three distinct levels: solid, developing, and basic. At each level, the model describes the characteristics of the tasks that the students can answer correctly. The analysis shows that the difficulty of the items followed the expected order in the theoretical construct map, where the difficulty of each designed item aligned with the cognitive level of the student, the item difficulty distribution aligned with the structure of the person construct map, and word problems required higher cognitive abilities than the calculation problems did. The findings, however, pointed out that more difficult items can be added to better differentiate students with different ability levels, and an item should be revised to enhance the reliability and validity of the research. We conclude that the conceptualizations of such formative assessments provide meaningful information for teachers to support learning and tailoring instruction.
{"title":"Classroom assessment that tailor instruction and direct learning: A validation study","authors":"Wai Kei Chan, Li Zhang, E. Oon","doi":"10.21449/ijate.1155679","DOIUrl":"https://doi.org/10.21449/ijate.1155679","url":null,"abstract":"We report the validity of a test instrument that assesses the arithmetic ability of primary students by (a) describing the theoretical model of arithmetic ability assessment using Wilson’s (2004) four building blocks of constructing measures and (b) providing empirical evidence for the validation study. The instrument consists of 21 multiple-choice questions that hierarchically evaluate arithmetic intended learning outcomes (ILOs) on arithmetic ability, hierarchically, based on Bloom’s cognitive taxonomy for 138 primary three grade students. The theoretical model describes students’ arithmetic ability on three distinct levels: solid, developing, and basic. At each level, the model describes the characteristics of the tasks that the students can answer correctly. The analysis shows that the difficulty of the items followed the expected order in the theoretical construct map, where the difficulty of each designed item aligned with the cognitive level of the student, the item difficulty distribution aligned with the structure of the person construct map, and word problems required higher cognitive abilities than the calculation problems did. The findings, however, pointed out that more difficult items can be added to better differentiate students with different ability levels, and an item should be revised to enhance the reliability and validity of the research. We conclude that the conceptualizations of such formative assessments provide meaningful information for teachers to support learning and tailoring instruction.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46655196","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, carried out during COVID-19, aimed at evaluating the effects of music lesson activities prepared with blended learning and the ASSURE instructional design model on both students and music teachers. 10th grade students (n=30) in a public school participated in the study. An action research design was prepared with a combination of learning at stations method, mobile games (Rhythm Cat, NoteWorks) and Web 2.0 tools (Thinglink, Plickers, Kahoot). “Teacher diary” and “semi-structured interview protocol” were used as data collection tools. The data were analyzed by content analysis with Maxqda software. Interrater reliability of the two experts asked to code the qualitative data was calculated to increase the reliability of the study. Following the implementation, the findings showed that the students’ independent learning, motivation, collaboration, making learning fun, interaction, communication, competition, socialization and productivity improved intensively. It was understood that the emerged negativities were not related to the teaching tools used in the action research procedure but were generally related to the negative learning conditions due to the pandemic. The most notable negative aspects were difficulty in technological competence, difficulties in self-regulation, temporary anxiety, digital access and some short-term technological malfunctions. The study concludes with several recommendations and highlights the points that need further attention in such innovative research.
{"title":"The effects of blended learning activities based on the ASSURE model in teaching on students and teachers in music lessons","authors":"Sevim İrmi̇ş, Ali Korkut Uludag","doi":"10.21449/ijate.1217352","DOIUrl":"https://doi.org/10.21449/ijate.1217352","url":null,"abstract":"This study, carried out during COVID-19, aimed at evaluating the effects of music lesson activities prepared with blended learning and the ASSURE instructional design model on both students and music teachers. 10th grade students (n=30) in a public school participated in the study. An action research design was prepared with a combination of learning at stations method, mobile games (Rhythm Cat, NoteWorks) and Web 2.0 tools (Thinglink, Plickers, Kahoot). “Teacher diary” and “semi-structured interview protocol” were used as data collection tools. The data were analyzed by content analysis with Maxqda software. Interrater reliability of the two experts asked to code the qualitative data was calculated to increase the reliability of the study. Following the implementation, the findings showed that the students’ independent learning, motivation, collaboration, making learning fun, interaction, communication, competition, socialization and productivity improved intensively. It was understood that the emerged negativities were not related to the teaching tools used in the action research procedure but were generally related to the negative learning conditions due to the pandemic. The most notable negative aspects were difficulty in technological competence, difficulties in self-regulation, temporary anxiety, digital access and some short-term technological malfunctions. The study concludes with several recommendations and highlights the points that need further attention in such innovative research.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49429519","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}
Years and Centuries are the measurement units used to quantify a longer time duration, while subtraction is the operation required to determine the duration based on two given time points. However, subtraction of time is a difficult skill to be mastered by many elementary students. To identify the root cause of the student's failure in performing subtraction involving the unit of time, we developed and validated the three cognitive models related to this skill by conducting a descriptive study which involved 119 Grade Five students from three Malaysian elementary schools. The cognitive diagnostic assessment developed based on the three cognitive models was used to elicit the participants' responses. Then, Attribute Hierarchy Method and Classical Test Theory were employed to analyse the data. The findings indicated that the hierarchical structures of all cognitive models are supported by the student's responses. The three student-based cognitive models were also highly consistent with the corresponding expert-based cognitive models. The cognitive models developed could guide diagnostic assessment development and diagnostic inference making.
{"title":"Validation of cognitive models for subtraction of time involving years and centuries","authors":"Huan Chin, C. Chew","doi":"10.21449/ijate.1160120","DOIUrl":"https://doi.org/10.21449/ijate.1160120","url":null,"abstract":"Years and Centuries are the measurement units used to quantify a longer time duration, while subtraction is the operation required to determine the duration based on two given time points. However, subtraction of time is a difficult skill to be mastered by many elementary students. To identify the root cause of the student's failure in performing subtraction involving the unit of time, we developed and validated the three cognitive models related to this skill by conducting a descriptive study which involved 119 Grade Five students from three Malaysian elementary schools. The cognitive diagnostic assessment developed based on the three cognitive models was used to elicit the participants' responses. Then, Attribute Hierarchy Method and Classical Test Theory were employed to analyse the data. The findings indicated that the hierarchical structures of all cognitive models are supported by the student's responses. The three student-based cognitive models were also highly consistent with the corresponding expert-based cognitive models. The cognitive models developed could guide diagnostic assessment development and diagnostic inference making.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48180804","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 purpose of this study is to investigate the impact of learning-oriented assessment (LOA) on the academic writing ability of EFL students (N:40) during a 12-week in the semester of 2019-2020 academic year in the context of a higher education. Within a pretest-posttest intact group design, the experimental group received instruction following the principles of LOA, and the comparison group received routine procedures for academic writing. This is a quantitative experimental design. The test of normality, Kolmogorov-Smirnov, Mann-Whitney Tests and Wilcoxon Signed Ranks Test were administered in order to see the significance of the intervention the data for this study included scores of a pretest, several assessments, and a posttest at the beginning, during, and at the end of instruction, respectively. The prompt for both pre and post-tests required participants to write argumentative essays. To rate the writing tasks, we followed the rubrics developed by the testing office of the institution. The findings revealed that the experimental group outscored the comparison group indicating the effectiveness of LOA procedures in student learning. Further, the findings indicated that implementing LOA could have significant implications and applications for EFL writing education.
{"title":"The effects of learning oriented assessment on academic writing","authors":"Hatice Er, H. Farhady","doi":"10.21449/ijate.1222410","DOIUrl":"https://doi.org/10.21449/ijate.1222410","url":null,"abstract":"The purpose of this study is to investigate the impact of learning-oriented assessment (LOA) on the academic writing ability of EFL students (N:40) during a 12-week in the semester of 2019-2020 academic year in the context of a higher education. Within a pretest-posttest intact group design, the experimental group received instruction following the principles of LOA, and the comparison group received routine procedures for academic writing. This is a quantitative experimental design. The test of normality, Kolmogorov-Smirnov, Mann-Whitney Tests and Wilcoxon Signed Ranks Test were administered in order to see the significance of the intervention the data for this study included scores of a pretest, several assessments, and a posttest at the beginning, during, and at the end of instruction, respectively. The prompt for both pre and post-tests required participants to write argumentative essays. To rate the writing tasks, we followed the rubrics developed by the testing office of the institution. The findings revealed that the experimental group outscored the comparison group indicating the effectiveness of LOA procedures in student learning. Further, the findings indicated that implementing LOA could have significant implications and applications for EFL writing education.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42263353","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 rise of the COVID-19 pandemic has led to the overhaul of the conduct of teaching and learning particularly in the assessment of learners during a time of crisis trapped in many structural and practical challenges. This study examines the assessment practices and strategies to protect its quality and integrity in the delivery of teaching and learning among higher education students at Zamboanga Peninsula Polytechnic State University, Zamboanga City, Philippines. This research employs a comprehensive and reliable survey questionnaire on the assessment practices and strategies for assessment, including its quality and integrity. A total of 300 students and teachers were purposefully selected for the study. Based on the findings, practical assessment and skill assessment were among the most widely employed strategies by the teachers. There was a need for skill development in distance learning which calls teachers to integrate it into skill assessment strategies. The study yields the current practices of the teachers in assessing the academic performances of the students, strategies to execute their assessment practices that comply with the health protocols, and strategies to safeguard the quality and integrity of these assessments despite the difficulties in the learning environment. This study is integral to extending the body of knowledge regarding the different assessment practices and strategies and how these influence the delivery of online education. Nevertheless, academic institutions should reconfigure their assessment practices in terms of which of these suits well their stakeholders.
{"title":"Reconfiguring assessment practices and strategies in online education during the pandemic","authors":"Jason V. Chavez, Daisy D. Lamorinas","doi":"10.21449/ijate.1094589","DOIUrl":"https://doi.org/10.21449/ijate.1094589","url":null,"abstract":"The rise of the COVID-19 pandemic has led to the overhaul of the conduct of teaching and learning particularly in the assessment of learners during a time of crisis trapped in many structural and practical challenges. This study examines the assessment practices and strategies to protect its quality and integrity in the delivery of teaching and learning among higher education students at Zamboanga Peninsula Polytechnic State University, Zamboanga City, Philippines. This research employs a comprehensive and reliable survey questionnaire on the assessment practices and strategies for assessment, including its quality and integrity. A total of 300 students and teachers were purposefully selected for the study. Based on the findings, practical assessment and skill assessment were among the most widely employed strategies by the teachers. There was a need for skill development in distance learning which calls teachers to integrate it into skill assessment strategies. The study yields the current practices of the teachers in assessing the academic performances of the students, strategies to execute their assessment practices that comply with the health protocols, and strategies to safeguard the quality and integrity of these assessments despite the difficulties in the learning environment. This study is integral to extending the body of knowledge regarding the different assessment practices and strategies and how these influence the delivery of online education. Nevertheless, academic institutions should reconfigure their assessment practices in terms of which of these suits well their stakeholders.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46567211","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}
To ensure the validity of the tests is to check that all items have similar results across different groups of individuals. However, differential item functioning (DIF) occurs when the results of individuals with equal ability levels from different groups differ from each other on the same test item. Based on Item Response Theory and Classic Test Theory, there are some methods, with different advantages and limitations to identify items that show DIF. This study aims to compare the performances of five methods for detecting DIF. The efficacies of Mantel-Haenszel (MH), Logistic Regression (LR), Crossing simultaneous item bias test (CSIBTEST), Lord's chi-square (LORD), and Raju's area measure (RAJU) methods are examined considering conditions of the sample size, DIF ratio, and test length. In this study, to compare the detection methods, power and Type I error rates are evaluated using a simulation study with 100 replications conducted for each condition. Results show that LR and MH have the lowest Type I error and the highest power rate in detecting uniform DIF. In addition, CSIBTEST has a similar power rate to MH and LR. Under DIF conditions, sample size, DIF ratio, test length and their interactions affect Type I error and power rates.
{"title":"A Comparison of the efficacies of differential item functioning detection methods","authors":"Münevver Başman","doi":"10.21449/ijate.1135368","DOIUrl":"https://doi.org/10.21449/ijate.1135368","url":null,"abstract":"To ensure the validity of the tests is to check that all items have similar results across different groups of individuals. However, differential item functioning (DIF) occurs when the results of individuals with equal ability levels from different groups differ from each other on the same test item. Based on Item Response Theory and Classic Test Theory, there are some methods, with different advantages and limitations to identify items that show DIF. This study aims to compare the performances of five methods for detecting DIF. The efficacies of Mantel-Haenszel (MH), Logistic Regression (LR), Crossing simultaneous item bias test (CSIBTEST), Lord's chi-square (LORD), and Raju's area measure (RAJU) methods are examined considering conditions of the sample size, DIF ratio, and test length. In this study, to compare the detection methods, power and Type I error rates are evaluated using a simulation study with 100 replications conducted for each condition. Results show that LR and MH have the lowest Type I error and the highest power rate in detecting uniform DIF. In addition, CSIBTEST has a similar power rate to MH and LR. Under DIF conditions, sample size, DIF ratio, test length and their interactions affect Type I error and power rates.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41914405","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 this study, it was aimed to perform an in-depth examination of the opinions of social studies teachers on how citizenship education should be given. Phenomenology design, one of the qualitative research methods, was used in the research. The study group of the research was formed with 17 social studies teachers working in different regions of Turkey, having different professional seniority and also different genders, by using maximum diversity sampling. The data of the study were collected through a semi-structured interview form developed by the researchers. Descriptive analysis was used to analyze the data. As a result of the research, it was concluded that the perception of social studies teachers regarding the phenomenon of citizenship varied. It was determined that social studies teachers considered the main purpose of social studies as citizenship education and also as a course aimed at raising individuals that the society needs. In the study, it was also concluded that the teachers were of the opinion that appropriate content should be used, different teaching methods-techniques should be employed, and value education should be emphasized while giving citizenship education in the social studies course. Various suggestions were made based on the results of the research.
{"title":"How should citizenship education be given?: A study based on the opinions of social studies teachers","authors":"Suat Polat, Ibrahim Özgül, Hüseyin Bayram","doi":"10.21449/ijate.1150981","DOIUrl":"https://doi.org/10.21449/ijate.1150981","url":null,"abstract":"In this study, it was aimed to perform an in-depth examination of the opinions of social studies teachers on how citizenship education should be given. Phenomenology design, one of the qualitative research methods, was used in the research. The study group of the research was formed with 17 social studies teachers working in different regions of Turkey, having different professional seniority and also different genders, by using maximum diversity sampling. The data of the study were collected through a semi-structured interview form developed by the researchers. Descriptive analysis was used to analyze the data. As a result of the research, it was concluded that the perception of social studies teachers regarding the phenomenon of citizenship varied. It was determined that social studies teachers considered the main purpose of social studies as citizenship education and also as a course aimed at raising individuals that the society needs. In the study, it was also concluded that the teachers were of the opinion that appropriate content should be used, different teaching methods-techniques should be employed, and value education should be emphasized while giving citizenship education in the social studies course. Various suggestions were made based on the results of the research.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48704955","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}
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