项目反应理论框架下学前儿童早期算术技能测试的心理测量评价

IF 2.7 4区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Measurement-Issues and Practice Pub Date : 2023-01-11 DOI:10.1111/emip.12536
Nikolaos Tsigilis, Katerina Krousorati, Athanasios Gregoriadis, Vasilis Grammatikopoulos
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引用次数: 0

摘要

学前早期算术技能测试-简要版(PENS-B)是早期算术技能的衡量标准,主要在美国开发和使用。本研究的目的是检验希腊教育背景下PENS-B在性别上的析因效度和测量不变性。在84个幼儿园教室中随机抽取906名学龄前儿童(男孩473名,女孩433名)进行pen - b研究。采用交叉验证程序,采用单维度和多维项目反应理论分析对数据进行分析。结果表明,对20个问题的回答可以用一个二维模型(编号关系和算术运算)来充分解释。差异项目功能程序的应用没有发现任何性别偏见。计算关系包括16个项目,这些项目评估了这种潜在特质的低水平。另一方面,有四个项目捕获了算术运算的平均水平。总信息曲线显示,这两个维度只能精确测量潜在特征的一小部分区域。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

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Psychometric Evaluation of the Preschool Early Numeracy Skills Test–Brief Version Within the Item Response Theory Framework

The Preschool Early Numeracy Skills Test–Brief Version (PENS-B) is a measure of early numeracy skills, developed and mainly used in the United States. The purpose of this study was to examine the factorial validity and measurement invariance across gender of PENS-B in the Greek educational context. PENS-B was administered to 906 preschool children (473 boys, 433 girls), randomly selected from 84 kindergarten classrooms. A 2PL unidimensional and multidimensional item response theory analysis, using cross-validation procedures, were used to analyze the data. Results showed that responses to 20 items can be adequately explained by a two-dimensional model (Numbering Relations and Arithmetic Operations). Application of differential item functioning procedures did not detect any gender bias. Numeracy Relation comprises 16 items, which assess low levels of this latent trait. On the other hand, four items capture average levels of Arithmetic Operations. Total information curves revealed that both dimensions measure with precision only a small area of their underlying latent trait.

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CiteScore
3.90
自引率
15.00%
发文量
47
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Issue Information Editorial Issue Cover On the Cover: Gendered Trajectories of Digital Literacy Development: Insights from a Longitudinal Cohort Study Digital Module 36: Applying Intersectionality Theory to Educational Measurement
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