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An item response theory and Rasch analysis of the NUDKS: a data literacy scale 数据素养量表的项目反应理论与Rasch分析
IF 3.9 3区 教育学 Q1 Social Sciences
Educational Assessment Evaluation and Accountability
Pub Date : 2021-08-17 DOI: 10.1007/s11092-021-09372-w
Trantham, Pamela S., Sikorski, Jonathon, de Ayala, R. J., Doll, Beth

There is an extensive need for school systems to reliably assess the data literacy and data use skills of their educators. To address this need, the current study seeks to refine the NU Data Knowledge Scale (NUDKS) for assessing teacher data literacy for classroom data. A data-based decision-making framework provides the theoretical underpinnings for the instrument. The study’s objective is to refine the NUDKS such that items are located at various points along the data literacy continuum. In this fashion, the NUDKS should be able to measure teacher data literacy throughout the data literacy continuum. To this end, item response theory is used to provide the estimates of the items’ locations and teacher data literacy. Analyses revealed that the NUDKS conformed to the Rasch model. To facilitate the future use of the NUDKS, concordance tables were created to provide a quick determination of teacher data literacy.

学校系统广泛需要可靠地评估其教育工作者的数据素养和数据使用技能。为了满足这一需求，本研究试图完善NU数据知识量表(NUDKS)，以评估教师对课堂数据的数据素养。基于数据的决策框架为该工具提供了理论基础。该研究的目的是改进NUDKS，使项目位于数据素养连续体的不同点。通过这种方式，NUDKS应该能够在整个数据素养连续体中衡量教师的数据素养。为此，项目反应理论被用来提供项目的位置和教师的数据素养的估计。分析表明，NUDKS符合Rasch模型。为了便于将来使用NUDKS，我们创建了一致性表，以便快速确定教师的数据素养。
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引用次数: 4
“I am here for the students”: principals’ perception of accountability amid work intensification “我为学生而来”:工作强化中校长的问责观
IF 3.9 3区 教育学 Q1 Social Sciences
Educational Assessment Evaluation and Accountability
Pub Date : 2021-08-02 DOI: 10.1007/s11092-021-09368-6
Fei Wang, Cameron Hauseman, Katina Pollock
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引用次数: 7
Enacting accountabilities in education: exploring new policy contexts and theoretical elaborations 制定教育问责制:探索新的政策背景和理论阐述
IF 3.9 3区 教育学 Q1 Social Sciences
Educational Assessment Evaluation and Accountability
Pub Date : 2021-08-01 DOI: 10.1007/s11092-021-09371-x
Antoni Verger, G. Skedsmo
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引用次数: 5
Performance-based accountability systems cross-nationally: learning by comparing 跨国绩效问责制:通过比较学习
IF 3.9 3区 教育学 Q1 Social Sciences
Educational Assessment Evaluation and Accountability
Pub Date : 2021-08-01 DOI: 10.1007/s11092-021-09370-y
James P. Spillane
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引用次数: 2
Numbers and their contexts: how quantified actors narrate numbers and decontextualization 数字及其上下文:量化的行动者如何叙述数字和去语境化
IF 3.9 3区 教育学 Q1 Social Sciences
Educational Assessment Evaluation and Accountability
Pub Date : 2021-08-01 DOI: 10.1007/s11092-021-09363-x
Nelli Piattoeva
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引用次数: 1
To resist, or to align? The enactment of data-based school governance in Italy 抵抗，还是结盟?意大利基于数据的学校管理的制定
IF 3.9 3区 教育学 Q1 Social Sciences
Educational Assessment Evaluation and Accountability
Pub Date : 2021-07-23 DOI: 10.1007/s11092-021-09367-7
P. Landri
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引用次数: 6
Principals may inflate teacher evaluation scores to achieve important goals 校长可能会夸大教师评价分数以达到重要目标
IF 3.9 3区 教育学 Q1 Social Sciences
Educational Assessment Evaluation and Accountability
Pub Date : 2021-07-13 DOI: 10.1007/s11092-021-09366-8
E. Jones, C. Bergin, Bridget Murphy
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引用次数: 4
Predictors of children’s achievement: analysis of the Australian National Numeracy Assessment Program 儿童成绩的预测因素:对澳大利亚国家计算能力评估项目的分析
IF 3.9 3区 教育学 Q1 Social Sciences
Educational Assessment Evaluation and Accountability
Pub Date : 2021-06-30 DOI: 10.1007/s11092-021-09364-w
S. Getenet, K. Beswick
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引用次数: 3
Test-based accountability and perceived pressure in an autonomous education system: does school performance affect teacher experience? 自主教育系统中基于考试的问责制和感知压力:学校表现会影响教师经验吗?
IF 3.9 3区 教育学 Q1 Social Sciences
Educational Assessment Evaluation and Accountability
Pub Date : 2021-06-21 DOI: 10.1007/s11092-021-09365-9
Natalie Browes
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引用次数: 4
Data, indicators, and feedback in education 教育方面的数据、指标和反馈
IF 3.9 3区 教育学 Q1 Social Sciences
Educational Assessment Evaluation and Accountability
Pub Date : 2021-05-01 DOI: 10.1007/s11092-021-09362-y
G. Skedsmo, S. Huber
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引用次数: 0
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