In this study, the aim was to design a video player with embedded quizzes to enhance students' interactions with video learning materials and enable them to derive maximum benefit from these materials. The developed tool is integrated into the Moodle learning management system and presents questions from a question bank to students at predetermined time intervals set by the instructor. Additionally, it records interactions between the student and embedded quizzes, such as the number of attempts and the number of correct or incorrect answers. Furthermore, students' video interactions, encompassing actions like play, pause, and seek, are also stored in the database. The tool allows instructors to export 15 features related to students' videos and embedded quiz interactions. Consequently, students can assess their comprehension of the content they are viewing and receive immediate feedback, while instructors can access summary reports for all students. This enables them to find out how many students have watched the videos and their responses to the questions before or after the class. This paper explains the development process of the tool and presents findings from a pilot study utilizing the tool. The results of the pilot study revealed that students' video-watching behaviors in interactive videos differed from those in non-interactive videos. An interactive video player that allows embedding quiz questions to support formative assessment in online learning environments, can be advantageous for researchers, instructors, and learners.
{"title":"Design and Development of an Interactive Video Player for Supporting Formative Assessment in Online Learning","authors":"Alper BAYAZIT, Gökhan AKÇAPINAR","doi":"10.21031/epod.1286077","DOIUrl":"https://doi.org/10.21031/epod.1286077","url":null,"abstract":"In this study, the aim was to design a video player with embedded quizzes to enhance students' interactions with video learning materials and enable them to derive maximum benefit from these materials. The developed tool is integrated into the Moodle learning management system and presents questions from a question bank to students at predetermined time intervals set by the instructor. Additionally, it records interactions between the student and embedded quizzes, such as the number of attempts and the number of correct or incorrect answers. Furthermore, students' video interactions, encompassing actions like play, pause, and seek, are also stored in the database. The tool allows instructors to export 15 features related to students' videos and embedded quiz interactions. Consequently, students can assess their comprehension of the content they are viewing and receive immediate feedback, while instructors can access summary reports for all students. This enables them to find out how many students have watched the videos and their responses to the questions before or after the class. This paper explains the development process of the tool and presents findings from a pilot study utilizing the tool. The results of the pilot study revealed that students' video-watching behaviors in interactive videos differed from those in non-interactive videos. An interactive video player that allows embedding quiz questions to support formative assessment in online learning environments, can be advantageous for researchers, instructors, and learners.","PeriodicalId":43015,"journal":{"name":"Journal of Measurement and Evaluation in Education and Psychology-EPOD","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136108526","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}
Alper BAYAZIT, Denizer YILDIRIM, Gökhan AKÇAPINAR, Hale ILGAZ
In online learning environments, assessment is an important dimension and also one of the most challenging parts of the process. So to provide an effective learning process analyzing students’ behaviors are important for designing formative and summative assessment environments. In this study, students’ profiles have been analyzed in a formative assessment environment and compared with the summative assessment environment based on attempt count, overall time spent, first attempt score, and the last attempt score metrics. The within-subjects design has been used. Cluster analysis and the Kruskal Wallis-H Test were used to analyze behaviors. The data show that there are three main clusters. Cluster 1 showed a high number of interactions, and an increasing trend was observed in grades over attempts. Cluster 2 consists of the students who received the best grades in all of the other clusters, and lastly, cluster 3 consists of students that interact little and score lower on formative assessments.
{"title":"Examining Students' Formative Test-Taking Behaviors Using Learning Analytics","authors":"Alper BAYAZIT, Denizer YILDIRIM, Gökhan AKÇAPINAR, Hale ILGAZ","doi":"10.21031/epod.1275597","DOIUrl":"https://doi.org/10.21031/epod.1275597","url":null,"abstract":"In online learning environments, assessment is an important dimension and also one of the most challenging parts of the process. So to provide an effective learning process analyzing students’ behaviors are important for designing formative and summative assessment environments. In this study, students’ profiles have been analyzed in a formative assessment environment and compared with the summative assessment environment based on attempt count, overall time spent, first attempt score, and the last attempt score metrics. The within-subjects design has been used. Cluster analysis and the Kruskal Wallis-H Test were used to analyze behaviors. The data show that there are three main clusters. Cluster 1 showed a high number of interactions, and an increasing trend was observed in grades over attempts. Cluster 2 consists of the students who received the best grades in all of the other clusters, and lastly, cluster 3 consists of students that interact little and score lower on formative assessments.","PeriodicalId":43015,"journal":{"name":"Journal of Measurement and Evaluation in Education and Psychology-EPOD","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134949484","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 educational settings, formative assessment is used to determine the status of students and foster their development. Task, process, and feedback serve as the basis of formative assessments. Typically, tasks are introduced to lessons to facilitate student feedback. Due to their technological potential, eportfolios are often used to help with assigning tasks, managing processes, and getting feedback. It is necessary to incorporate the findings from environments where eportfolios are used for formative assessment into the existing literature. A systematic literature review was employed for this purpose. Three researchers reviewed 33 studies utilizing content analysis. The Fleiss kappa was used to determine inter-rater reliability. Quantitative analysis was performed on the articles' dependent or related variables, environments, research method, implementation period, evaluators, eportfolio type, activity format, evaluation instruments, education level, and course categories. Among the qualitative findings of the studies were the prominent concepts of the use of eportfolios, as well as the themes and codes of advantages and challenges. The findings indicate that the integration of eportfolios in the formative assessment process, despite its challenges, provides significant advantages. It is expected that the study's findings will be useful for researchers as well as practitioners who intend to use eportfolios for formative assessment processes.
{"title":"THE ROLE OF EPORTFOLIOS IN FORMATIVE ASSESSMENT: A SYSTEMATIC LITERATURE REVIEW","authors":"Ezgi GÜN-TOSİK, Bilal ATASOY, Akça Okan YÜKSEL","doi":"10.21031/epod.1276063","DOIUrl":"https://doi.org/10.21031/epod.1276063","url":null,"abstract":"In educational settings, formative assessment is used to determine the status of students and foster their development. Task, process, and feedback serve as the basis of formative assessments. Typically, tasks are introduced to lessons to facilitate student feedback. Due to their technological potential, eportfolios are often used to help with assigning tasks, managing processes, and getting feedback. It is necessary to incorporate the findings from environments where eportfolios are used for formative assessment into the existing literature. A systematic literature review was employed for this purpose. Three researchers reviewed 33 studies utilizing content analysis. The Fleiss kappa was used to determine inter-rater reliability. Quantitative analysis was performed on the articles' dependent or related variables, environments, research method, implementation period, evaluators, eportfolio type, activity format, evaluation instruments, education level, and course categories. Among the qualitative findings of the studies were the prominent concepts of the use of eportfolios, as well as the themes and codes of advantages and challenges. The findings indicate that the integration of eportfolios in the formative assessment process, despite its challenges, provides significant advantages. It is expected that the study's findings will be useful for researchers as well as practitioners who intend to use eportfolios for formative assessment processes.","PeriodicalId":43015,"journal":{"name":"Journal of Measurement and Evaluation in Education and Psychology-EPOD","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135135131","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 change of self-regulation skills, one of the variables determining success in education, with measurement and evaluation techniques in the education process has been the subject of many studies. However, each research result leads to different results due to the planned situation and limitations. For this reason, e-portfolios used in the education process were examined with a meta-analysis study to evaluate whether they were effective on students' self-regulation skills from a more general point of view. The research is limited to published academic studies written in Turkish and English between 2000 and 2023. When the criteria determined in the research were examined, only 19 studies were found by these criteria. Theoretically, when the effect sizes in each study were examined, a meta-analysis was carried out with the random effects model. The analyzes of the research were made with the CMA version 3 program. As a result of the research, it was concluded that using e-portfolios greatly and significantly affect students' self-regulation skills.
{"title":"THE EFFECT OF USING E-PORTFOLIOS ON THE SELF-REGULATION SKILLS OF STUDENTS: A META-ANALYSIS STUDY","authors":"Ceren MUTLUER","doi":"10.21031/epod.1267809","DOIUrl":"https://doi.org/10.21031/epod.1267809","url":null,"abstract":"The change of self-regulation skills, one of the variables determining success in education, with measurement and evaluation techniques in the education process has been the subject of many studies. However, each research result leads to different results due to the planned situation and limitations. For this reason, e-portfolios used in the education process were examined with a meta-analysis study to evaluate whether they were effective on students' self-regulation skills from a more general point of view. The research is limited to published academic studies written in Turkish and English between 2000 and 2023. When the criteria determined in the research were examined, only 19 studies were found by these criteria. Theoretically, when the effect sizes in each study were examined, a meta-analysis was carried out with the random effects model. The analyzes of the research were made with the CMA version 3 program. As a result of the research, it was concluded that using e-portfolios greatly and significantly affect students' self-regulation skills.","PeriodicalId":43015,"journal":{"name":"Journal of Measurement and Evaluation in Education and Psychology-EPOD","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135288193","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 happiness levels of individuals and their sources of happiness have been wondered a lot and researched from past to present. The aim of this study is to examine the factors that affect individuals' sources of happiness. The data set of the study was obtained from the Life Satisfaction Survey of the Turkish Statistical Institute. 9212 individuals were included in the study. In the study, chi-square independence tests were conducted to examine the relationship between the source of happiness and the independent variables included in the model, and multinomial logistic regression analysis was applied to determine the factors that may have an effect on the sources of happiness of individuals. As a result of the study, it has been determined that the factors of the individual's age, gender, marital status, educational status, satisfaction with income level, welfare level, life satisfaction, satisfaction with a social life are effective on sources of happiness. At such a time when it is clear that the coronavirus epidemic adversely affects many aspects of our lives, especially our psychology, and will leave a mark on our tomorrows, and the activities of decision-makers and policymakers are shed light through the study in order to increase the happiness of individuals and to ensure that the future will be better.
{"title":"Analysis of Factors Affecting Individuals' Sources of Happiness with Multinomial Logistic Model","authors":"Kübranur Çebi Karaaslan","doi":"10.21031/EPOD.925631","DOIUrl":"https://doi.org/10.21031/EPOD.925631","url":null,"abstract":"The happiness levels of individuals and their sources of happiness have been wondered a lot and researched from past to present. The aim of this study is to examine the factors that affect individuals' sources of happiness. The data set of the study was obtained from the Life Satisfaction Survey of the Turkish Statistical Institute. 9212 individuals were included in the study. In the study, chi-square independence tests were conducted to examine the relationship between the source of happiness and the independent variables included in the model, and multinomial logistic regression analysis was applied to determine the factors that may have an effect on the sources of happiness of individuals. As a result of the study, it has been determined that the factors of the individual's age, gender, marital status, educational status, satisfaction with income level, welfare level, life satisfaction, satisfaction with a social life are effective on sources of happiness. At such a time when it is clear that the coronavirus epidemic adversely affects many aspects of our lives, especially our psychology, and will leave a mark on our tomorrows, and the activities of decision-makers and policymakers are shed light through the study in order to increase the happiness of individuals and to ensure that the future will be better.","PeriodicalId":43015,"journal":{"name":"Journal of Measurement and Evaluation in Education and Psychology-EPOD","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47285102","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}
{"title":"Comparison of Testlet Effect on Parameter Estimates Using Different Item Response Theory Models","authors":"E. Koğar","doi":"10.21031/EPOD.948227","DOIUrl":"https://doi.org/10.21031/EPOD.948227","url":null,"abstract":"","PeriodicalId":43015,"journal":{"name":"Journal of Measurement and Evaluation in Education and Psychology-EPOD","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44514036","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 compare Sequential Probability Ratio Test (SPRT) and Confidence Interval (CI) classification criteria, Maximum Fisher Information method on the basis of estimated-ability (MFI-EB) and Cut-Point (MFI-CB) item selection methods while ability estimation method is Weighted Likelihood Estimation (WLE) in Computerized Adaptive Classification Testing (CACT), according to the Average Classification Accuracy (ACA), Average Test Length (ATL), and measurement precision under content balancing (Constrained Computerized Adaptive Testing: CCAT and Modified Multinomial Model: MMM) and item exposure control (Sympson-Hetter Method: SH and Item Eligibility Method: IE) when the classification is done based on two, three, or four categories for a unidimensional pool of dichotomous items. Forty-eight conditions are created in Monte Carlo (MC) simulation for the data, generated in R software, including 500 items and 5000 examinees, and the results are calculated over 30 replications. As a result of the study, it was observed that CI performs better in terms of ATL, and SPRT performs better in ACA and correlation, bias, Root Mean Squared Error (RMSE), and Mean Absolute Error (MAE) values, sequentially; MFI-EB is more useful than MFI-CB. It was also seen that MMM is more successful in content balancing, whereas CCAT is better in terms of test efficiency (ATL and ACA), and IE is superior in terms of item exposure control though SH is more beneficial in test efficiency. Besides, increasing the number of classification categories increases ATL but decreases ACA, and it gives better results in terms of the correlation, bias, RMSE, and MAE values.
{"title":"Investigation of Classification Accuracy, Test Length and Measurement Precision at Computerized Adaptive Classification Tests","authors":"Sedanur Demir, B. Atar","doi":"10.21031/EPOD.787865","DOIUrl":"https://doi.org/10.21031/EPOD.787865","url":null,"abstract":"This study aims to compare Sequential Probability Ratio Test (SPRT) and Confidence Interval (CI) classification criteria, Maximum Fisher Information method on the basis of estimated-ability (MFI-EB) and Cut-Point (MFI-CB) item selection methods while ability estimation method is Weighted Likelihood Estimation (WLE) in Computerized Adaptive Classification Testing (CACT), according to the Average Classification Accuracy (ACA), Average Test Length (ATL), and measurement precision under content balancing (Constrained Computerized Adaptive Testing: CCAT and Modified Multinomial Model: MMM) and item exposure control (Sympson-Hetter Method: SH and Item Eligibility Method: IE) when the classification is done based on two, three, or four categories for a unidimensional pool of dichotomous items. Forty-eight conditions are created in Monte Carlo (MC) simulation for the data, generated in R software, including 500 items and 5000 examinees, and the results are calculated over 30 replications. As a result of the study, it was observed that CI performs better in terms of ATL, and SPRT performs better in ACA and correlation, bias, Root Mean Squared Error (RMSE), and Mean Absolute Error (MAE) values, sequentially; MFI-EB is more useful than MFI-CB. It was also seen that MMM is more successful in content balancing, whereas CCAT is better in terms of test efficiency (ATL and ACA), and IE is superior in terms of item exposure control though SH is more beneficial in test efficiency. Besides, increasing the number of classification categories increases ATL but decreases ACA, and it gives better results in terms of the correlation, bias, RMSE, and MAE values.","PeriodicalId":43015,"journal":{"name":"Journal of Measurement and Evaluation in Education and Psychology-EPOD","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48725532","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}
Although the effects of test disengagement on the validity of the scores obtained from the data set have been examined in many studies, the predictors of the disengaged behaviors received relatively limited scholarly attention in low-stakes assessment, in particular, in international comparison studies. As such, the present study with a twofold purpose sets out to determine the best fitted explanatory item response theory model and examine the predictors of test disengagement. The data were collected by using items measuring literacy and numeracy skills of adults from different countries such as Norway, Austria, Ireland, France, Denmark, Germany, and Finland participated in PIAAC 2012. The results of the model with item and person characteristics demonstrated that adults tended to be disengaged on very difficult items. Similarly, age has a negative effect on test-taking engagement for adults in several countries such as France and Ireland, while several predictors such as educational attainment, readiness to learn, and the use of ICT skills at home and work had positive effects on test engagement. In addition, females exhibit a higher level of engagement in Norway. Overall, the findings suggested that the effect of the predictors on disengagement depended on the domain and country. So, this study brings further attention that the role of test disengagement should be a prerequisite practice before reaching a conclusion from international large-stake assessments.
{"title":"Silent Predictors of Test Disengagement in PIAAC 2012","authors":"Münevver İLGÜN DİBEK","doi":"10.21031/epod.796626","DOIUrl":"https://doi.org/10.21031/epod.796626","url":null,"abstract":"Although the effects of test disengagement on the validity of the scores obtained from the data set have been examined in many studies, the predictors of the disengaged behaviors received relatively limited scholarly attention in low-stakes assessment, in particular, in international comparison studies. As such, the present study with a twofold purpose sets out to determine the best fitted explanatory item response theory model and examine the predictors of test disengagement. The data were collected by using items measuring literacy and numeracy skills of adults from different countries such as Norway, Austria, Ireland, France, Denmark, Germany, and Finland participated in PIAAC 2012. The results of the model with item and person characteristics demonstrated that adults tended to be disengaged on very difficult items. Similarly, age has a negative effect on test-taking engagement for adults in several countries such as France and Ireland, while several predictors such as educational attainment, readiness to learn, and the use of ICT skills at home and work had positive effects on test engagement. In addition, females exhibit a higher level of engagement in Norway. Overall, the findings suggested that the effect of the predictors on disengagement depended on the domain and country. So, this study brings further attention that the role of test disengagement should be a prerequisite practice before reaching a conclusion from international large-stake assessments.","PeriodicalId":43015,"journal":{"name":"Journal of Measurement and Evaluation in Education and Psychology-EPOD","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68252975","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}
{"title":"Impact of Covariate Variables on Test Equating","authors":"Çiğdem AKIN ARIKAN","doi":"10.21031/epod.706835","DOIUrl":"https://doi.org/10.21031/epod.706835","url":null,"abstract":"","PeriodicalId":43015,"journal":{"name":"Journal of Measurement and Evaluation in Education and Psychology-EPOD","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68253099","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 was to compare the missing data handling methods on measurement invariance of multi-dimensional structures. For this purpose, data of 10857 students who participated in PISA 2015 administration from Turkey and Singapore and fully responded to the items related to affective characteristics of science literacy was used. Data with different percentages of missing data (5%, 10%, and 20% missing data) were generated from the complete data set with missing completely at random (MCAR) mechanism. In all data sets, missing data was completed with listwise deletion (LD), serial mean imputation (SMI), regression imputation (RI), expectation maximization (EM), and multiple imputation (MI) methods. Measurement invariance of the construct being measured between countries on completed data sets was investigated with multiple-group confirmatory factor analysis (MG-CFA). Findings from each dataset were compared with reference values. In the results of the study, RI and MI methods in the data set with 5% missing, EM method in the data set with 10% missing, and MI method in the data set with 20% missing gave the more similar results to the reference values than the other methods.
{"title":"Investigation of the Effect of Missing Data Handling Methods on Measurement Invariance of Multi-Dimensional Structures","authors":"Mehmet Ali Işıkoğlu, B. Atar","doi":"10.21031/EPOD.749370","DOIUrl":"https://doi.org/10.21031/EPOD.749370","url":null,"abstract":"The purpose of this study was to compare the missing data handling methods on measurement invariance of multi-dimensional structures. For this purpose, data of 10857 students who participated in PISA 2015 administration from Turkey and Singapore and fully responded to the items related to affective characteristics of science literacy was used. Data with different percentages of missing data (5%, 10%, and 20% missing data) were generated from the complete data set with missing completely at random (MCAR) mechanism. In all data sets, missing data was completed with listwise deletion (LD), serial mean imputation (SMI), regression imputation (RI), expectation maximization (EM), and multiple imputation (MI) methods. Measurement invariance of the construct being measured between countries on completed data sets was investigated with multiple-group confirmatory factor analysis (MG-CFA). Findings from each dataset were compared with reference values. In the results of the study, RI and MI methods in the data set with 5% missing, EM method in the data set with 10% missing, and MI method in the data set with 20% missing gave the more similar results to the reference values than the other methods.","PeriodicalId":43015,"journal":{"name":"Journal of Measurement and Evaluation in Education and Psychology-EPOD","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43510060","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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