Dissertations / Theses: 'Educational Measurement'

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Marks, Lori J. "Curriculum-Based Measurement: Writing." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/3680.

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Stein, Zachary. "Tipping the Scales: Social Justice and Educational Measurement." Thesis, Harvard University, 2014. http://nrs.harvard.edu/urn-3:HUL.InstRepos:13383548.

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In this work I address foundational concerns at the interface of educational measurement and social justice. Following John Rawls’s philosophical methods, I build and justify an ethical framework for guiding practices involving educational measurement. This framework demonstrates that educational measurement is critical to insuring, or inhibiting, just educational arrangements. It also clarifies a principled distinction between efficiency-oriented testing and justice-oriented testing. In order to explore the feasibility and utility of this proposed framework, I employ it to analyze several historical case studies that exemplify the ethical issues related to testing: (1) the widespread use of IQ-style testing in schools during the early decades of the 20th century; (2) the founding of the Educational Testing Service; and (3) the recent history of test-based accountability associated with No Child Left Behind. I conclude with a set of speculative design principles and arguments in favor of radically democratic school reforms, which address how the future of testing might be shaped to ensure justice for all.

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Wikström, Christina. "Criterion-referenced measurement for educational evaluation and selection." Doctoral thesis, Umeå universitet, Beteendevetenskapliga mätningar, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-492.

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In recent years, Sweden has adopted a criterion-referenced grading system, where the grade outcome is used for several purposes, but foremost for educational evaluation on student- and school levels as well as for selection to higher education. This thesis investigates the consequences of using criterion-referenced measurement for both educational evaluation and selection purposes. The thesis comprises an introduction and four papers that empirically investigate school grades and grading practices in Swedish upper secondary schools. The first paper investigates the effect of school competition on the school grades. The analysis focuses on how students in schools with and without competition are ranked, based on their grades and SweSAT scores. The results show that schools that are exposed to competition tend to grade their students higher than other schools. This effect is found to be related to the use of grades as quality indicators for the schools, which means that schools that compete for their students tend to be more lenient, hence inflating the grades. The second paper investigates grade averages over a six-year period, starting with the first cohort who graduated from upper secondary school with a GPA based on criterion-referenced grades. The results show that grades have increased every year since the new grading system was introduced, which cannot be explained by improved performances, selection effects or strategic course choices. The conclusion is that the increasing pressure for high grading has led to grade inflation over time. The third paper investigates if grading practices are related to school size. The study is based on a similar model as paper I, but with data from graduates over a six-year period, and with school size as the main focus. The results show small but significant size effects, suggesting that the smallest schools (<300 students) are higher grading than other schools, and that the largest schools (>1000 students) are lower grading than other schools. This is assumed to be an effect of varying assessment practices, in combination with external and internal pressure for high grading. The fourth and final paper investigates if grading practices differ among upper secondary programmes, and how the course compositions in the programmes affect how students are ranked in the process of selection to higher education. The results show that students in vocationally oriented programmes are higher graded than other students, and also favoured by their programmes’ course compositions, which have a positive effect on their competitive strength in the selection to higher education. In the introductory part of the thesis, these results are discussed from the perspective of a theoretical framework, with special attention to validity issues in a broad perspective. The conclusion is that the criterion-referenced grades, both in terms of being used for educational evaluation, and as an instrument for selection to higher education, are wanting both in reliability and in validity. This is related to the conflicting purposes of the instruments, in combination with few control mechanisms, which affects how grades are interpreted and used, hence leading to consequences for students, schools and society in general.

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Wikström, Christina. "Criterion-referenced measurement for educational evaluation and selection /." Umeå : Department of Educational Measurement, Umeå University, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-492.

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Shauchenka, Hanna. "Affective quality of educational services measurement in the context of higher education marketing." Thesis, University of Plymouth, 2015. http://hdl.handle.net/10026.1/3525.

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Educational marketing has become an increasingly important area within Higher Education as the competition for students has intensified. Being able to measure and understand the quality of educational services – a key factor in the decision making process for a prospective student – is an incredibly challenging problem as it involves the quantitative measurement of factors such as emotions and affections towards an Institution or programme, which themselves tend to be intangible. The application of total quality management philosophy and methodology in the context of higher education today is fully acknowledged and widely used. These conditions have defined the main task of this research: to develop a methodology for quantitative measurement of the affective quality of educational services for marketing management analysis. In other words offered research investigates how to measure things that have often been considered immeasurable. It was hypothesized that availability of a methodology for quantitative estimation of the affective quality of educational services provides additional important information that ensures an effective decision-making process in the marketing department in higher education institutions. Kansei engineering formalizes such concepts as affections and emotions and highlights their role in the purchase decision-making process. Our KanMar (short for Kansei Marketing) approach is aimed on the implementation of the main Kansei engineering ideas in the context of educational marketing and provides the framework for the quantitative measurement of educational services’ affective quality. KanMar enables the formalization of the affective quality of educational services for its marketing analysis: comparison, prediction, control, etc. The results of such an analysis help to position own services in today’s competitive market more effectively. Data obtained using KanMar methodology enables to find out the stakeholders’ implicit motivations or attitudes. So, for example, data obtained during the conducted survey has indirectly confirmed the students’ orientation to the practical activity. This orientation is typical for the Universities of Applied Sciences and the respondents for this survey have all been students at one of them. KanMar approach also addresses major gaps of existing instruments based on SERVQUAL methodology aimed to measure service quality in education. The hypothesis was tested and partly confirmed using case study that illustrates the application of the KanMar approach.

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Kruse, Lance M. "Item-Reduction Methodologies for Complex Educational Assessments: A Comparative Methodological Exploration." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1576175496892792.

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Gascon, Gregg Manley. "An application of theory-driven evaluation in educational measurement." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1165331507.

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Gascon, Gregg Manley. "An application of theory-driven evaluation in educational measurement." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1165331507.

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Carter, Lacy. "Data Envelopment Analysis: Measurement of Educational Efficiency in Texas." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc149569/.

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The purpose of this study was to examine the efficiency of Texas public school districts through Data Envelopment Analysis. The Data Envelopment Analysis estimation method calculated and assigned efficiency scores to each of the 931 school districts considered in the study. The efficiency scores were utilized in two phases. First, the school district efficiency scores were combined with school district student achievement to evaluate effectiveness with efficiency. A framework was constructed to graph the scores on an x-axis of student achievement scores and a y-axis of efficiency scores to further illustrate the data. The framework was evaluated with the full statewide sample and with school districts categorized into similar peer groups. Then, using variables selected from related scholarly literature, a regression analysis identified which factors impacted school district efficiency statewide. The non-discretionary variables included in the study were total student enrollment, the percentage of non-white students and the percentage of economically disadvantaged students. The discretionary variables selected included the teacher-to-student ratio, teachers’ average years of experience, the percentage of teachers with master’s degrees and the average teacher base salary. Amongst the seven factors selected for regression analysis, five statistically significant variables were identified as impacting statewide school district efficiency. All three non-discretionary variables were identified as statistically significant on efficiency and included total student enrollment, the percentage of non-white students and the percentage of economically disadvantaged students. Two discretionary factors showed statistically significant effects on efficiency which included teachers’ average years of experience and the percentage of teachers with master’s degrees. The teacher-to-student ratio and the average teacher base salary were ineffective in predicting efficiency. This study contributed to the understanding on educational efficiency. Data Envelopment Analysis has been employed mainly in the private sector to analyze efficiency in economics and business organizations. This study added to the educational research on selecting Data Envelopment Analysis as a primary estimation method for analyzing the efficiency of school systems.

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Wang, Yixi. "Application of Item Response Tree (IRTree) Models on Testing Data: Comparing Its Performance with Binary and Polytomous Item Response Models." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587481533999313.

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Schneider, Silke. "Confusing credentials : the cross-nationally comparable measurement of educational attainment." Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:15c39d54-f896-425b-aaa8-93ba5bf03529.

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The quality of educational attainment measures lies at the heart of many cross-national micro-sociological research projects and international education statistics. This study aims at validating cross-nationally comparable measures of educational attainment, among which are the International Standard Classification of Education 1997 (ISCED 97), the CASMIN education scheme and years of education. Following a conceptual discussion of what educational attainment means, the most common ways of measuring educational attainment cross-nationally as well as previous evaluations thereof are reviewed. Then, the implementation of ISCED 97 in cross-national surveys is examined by looking at both the resulting educational attainment distributions in three European surveys as well as the data generation and harmonisation processes. Finally, a number of cross-national measures of educational attainment are compared with country-specific measures with respect to their information content by firstly examining the dispersion of educational attainment, and secondly the predictive power when explaining two core social stratification outcomes, occupational status and social class attainment, by educational attainment. The main results of the study are that the measurement of educational attainment in cross-national surveys is affected by a number of avoidable weaknesses which adversely affect the validity of claims based on analyses of these data: 1. Countries and surveys are inconsistent in the way they measure educational attainment and apply ISCED 97 to national data; and 2. actual years of education and the one-digit version of ISCED 97 distort measures of association to differing degrees in different countries. Both make cross-national comparisons using these measures highly problematic. Therefore, some amendments to the implementation of ISCED 97 in cross-national surveys and coding for statistical analyses are proposed. As part of the latter, an alternative simplification of ISCED 97, optimised for European survey research, is developed and validated. Moreover, suggestions for data collection procedures are made to improve the measurement of educational attainment nationally and cross-nationally.

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Bai, Wenyu. "Developmental strategies and styles and their measurement." W&M ScholarWorks, 2005. https://scholarworks.wm.edu/etd/1539618521.

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Developmental styles and strategies (DSS) are preferences and repeated patterns in intentional self-development. A taxonomy of DSS based on the convergence of talent development and Sternberg's Triarchic Model of Intelligences was proposed to distinguish school learners, street learners, talent developers (specialists), and all-knowers (generalists). This study explored the reliability of the researcher-developed Educational Developmental Style and Strategy Scale, the relationships of age, gender, birth order, ethnicity, and SES to developmental DSS adoption, and the characteristics of five types of DSS adopters (i.e., street learning specialists, street learning generalists, school learning specialists, school learning generalists, the neutral group). Eighty out of 160 students at a governor's school for science and technology completed the survey.;The major findings were the following. (1) The reliability coefficient for the Specialist-Generalist Subscale (SGS) was .79, and that for the Street Learning-School Learning Subscale (SLSLS) was .76. (2) There were no statistically significant differences among the five types of DSS adopters in age, gender, ethnicity, number of siblings, birth order, and parental education. (3) There were no statistically significant differences across five groups in most measures in the questionnaire. The five groups did not differ significantly in books at home and amount of reading, strengths during childhood, Holland personality types, educational aspirations, developmental ideals and parental expectations, contributors to educational growth, contributors to strength development, source of influence on students' development, amount of time spent on activities weekly, taking private lessons, parents' ability to give good advice on students' development, parents' knowledge in students' areas of interest, the freedom to make decisions on one's own development, having different values from peers, have interests different from peers, not following the crowd, grade-orientation, importance of schooling, diversification strategy, opportunity-orientation, spending efforts on the nearest goal, basing their career choices on their missions rather than on competences and interests, having private projects, considering school as an extra burden, ability to learn on one's own, and having highly developed talents.;There were some significant differences found in some areas. Generalists had more books at home than specialists had. Generalists were more likely to have military, political, and sports books. School learners were more likely to have science books and less likely to have social science books. School learners' mean school rank in percentile was significantly higher than that of street learners. School learning generalists were different from street learning generalists and school learning specialists in perceiving whether their interests were shared by their classmates.

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Govan, Gregory D. "Mental Health Screeners in Elementary Schools| Measurement Invariance across Racial and Ethnic Groups." Thesis, University of Nevada, Reno, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10685645.

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Mental health screeners need to demonstrate measurement equivalence across the populations of their intended use in order to improve the fairness in the identification of students in need of social, emotional, and behavioral supports. This study examined measurement invariance on three mental screeners across five racial and ethnic groups. The Elementary Social Behavior Assessment measures academic enablers associated with the latent construct of teachability (ESBA). The Student Risk Screening Scale assesses externalizing problems (SRSS) and the Student Internalizing Behavior Screener measures internalizing problems (SIBS). Multigroup confirmatory factor analyses tested for measurement invariance from the sample of African American (18%), Asian American/Pacific Islander (13%), Latino Hispanic (25%), European American (31%), and multiracial (11%) groups of students in elementary schools. Only the ESBA required respecification to establish an adequate baseline model. The ESBA, SRSS, and SIBS demonstrated metric invariance with ordinal ratings of never, occasionally, sometimes, and frequently in addition to scalar invariance with the thresholds between the ordinal ratings. Thus, the total scores from the ESBA, SRSS, and SIBS generalize across racial and ethnic groups and the student’s race or ethnicity is less likely to mask their true level of need for social, emotional, and behavioral supports. The results indicate that the ESBA, SRSS, and SIBS may help teachers to identify racially and ethnically students who need intervention, to customize the interventions, and to evaluate students’ response to intervention. Schools using these mental health screeners may reduce disproportionality in discipline and special education.

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Swanson, Chad C. "Phonics curriculum-based measurement| An initial study of reliability and validity." Thesis, Alfred University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619869.

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Early literacy and reading skills are both important predictors of an individual's future success in school and employment settings (Moats, 1999). Moreover, poor reading performance in elementary school has been associated with future conduct problems and juvenile delinquency by age fifteen (Williams, 1994). Research supports the notion that scientifically-based instruction provides all students with the best opportunity to prevent future academic, behavioral, and vocational problems associated with poor reading skill acquisition. The current study investigated the reliability and validity of a curriculum-based measure developed by the current author named Phonics Curriculum-Based Measurement (P-CBM). Two hundred and twenty five first grade students (117 males, 103 females) from two partnering school districts in rural western New York State were included in the study. The results indicated strong alternate forms reliability, inter-rater reliability, and concurrent validity. Upon further validation, P-CBM could be helpful in making screening, progress monitoring, or instructional planning decisions as well as providing pre-referral data to school psychologists who are conducting special education eligibility evaluations for a specific learning disability in reading.

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Wang, Shanshan. "Bayesian Approximate Measurement Invariance Approach." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin150512542310924.

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Winkler, Christa Elisa. "Evaluating utility of the National Survey of Student Engagement subscores for institutional assessment in higher education." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586872937322476.

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Albertyn, Ruth Meriel. "Conceptualisation and measurement of the empowerment of workers : an educational perspective." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51662.

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Annexure is transcription of in-depth interviews.
Dissertation (DPhil) -- Stellenbosch University, 2000.
Bibliography
ENGLISH ABSTRACT: In the era of globalisation, demands for increased productivity and multiple skills present challenges to adult educators in their role of facilitating empowerment in individuals. The proposed link between productivity and empowerment has stimulated interest in the concept by management and there has to be accountability to ensure that the needs of individuals and organisations are balanced. The aim of designing a standardised measuring instrument comprised the first phase of this research. The questionnaire was compiled based on the outcomes of empowerment identified in the literature on three levels (Micro-level, Interface level and Macro-level). After exploratory testing, the summated ratings method was applied in order to reduce and standardise the questionnaire. This instrument was tested for validity and the questionnaire of 61 statements was retained for the experiment. The experiment was conducted in the second phase to measure the effects of an intervention on the empowerment of workers. The questionnaire was applied in the Pre-, Post- and Postpost- test design in eight companies in the Western Cape where the life-skills training programme FREE TO GROW was implemented. Qualitative data collected identified the outcomes of empowerment and also validated the measuring instrument. Statistical procedures applied identified the patterns of empowerment in respondents. The respondents in the experiment were mainly females and the mean age was 33.9 years. The majority were Afrikaans and most classified themselves as part of the Coloured ethnic group. The FREE TO GROW training programme succeeded in achieving the objective of empowerment because it was found that there was a statistically significant improvement in the empowerment status of workers both in the short and long term. Most of the total group was empowered on the Interface level prior to the course and on the Micro-level after the course and in the long term. The males were more empowered on the Macro-level before the course, but had increased sustained Interface-level empowerment. The females benefited most on the Micro-level directly after the course and in the long term. Before the course the Coloured group was more empowered on the Micro-level compared to the whites, but they benefited most on the Interface level directly after the course. The Coloured group and females had statistically significant higher scores on the Interface level in the long term. In terms of the patterns of empowerment, it was found that the Micro-level issues were dominant prior to the course with a greater spread of perception of the other aspects of empowerment over time. Before the course, the respondents tended to react to personal and family issues where no action was needed. They were motivated to achieve their goals and had a desire for control over aspects affecting them. Directly after the course they had a more positive view of life, a sense of personal responsibility, and an ability to cope. They were prepared to take the initiative, were more ambitious and felt confident of their abilities in the workplace. In the long term their experience of empowerment was more balanced and they felt good about themselves, were more assertive, able to think critically and more involved in issues external to themselves. The measuring instrument designed in this study measured the outcomes of empowerment on three levels and helped to identify the patterns that emerged over the course of an intervention. A standardised empowerment questionnaire can increase accountability, assist in balancing the needs of individuals and management, and can provide insights to educationalists seeking to empower adults.
AFRIKAANSE OPSOMMING:In die era van globalisering stel die vraag na verhoogde produktiwiteit en veelvuldige vaardighede groot uitdagings aan opvoedkundiges betrokke by volwassene-onderrig in hul rol as fasiliteerders van bemagtiging by individue. Die voorgestelde verb and tussen produktiwiteit en bemagtiging het bestuur se belangstelling in die konsep aangewakker en toerekenbaarheid is noodsaaklik ten einde te verseker dat die behoeftes van individue en organisasies in balans is. Die eerste fase van hierdie navorsing het die ontwerp van 'n gestandaardiseerde meetinstrument ten doel gehad. Die vraelys is saamgestel op grond van die uitkomste van bemagtiging op drie vlakke (Mikrovlak, Interpersoonlike-vlak en Makrovlak) soos in die literatuur geYdentifiseer. Na ondersoekende toetsing is die vraelys verkort en gestandaardiseer. Hierdie instrument is vir geldigheid getoets en die vraelys van 61 stellings is vir die eksperiment behou. In die tweede fase is die eksperiment uitgevoer om die uitwerking van 'n intervensie op die bemagtiging van werkers te meet. Die vraelys is in die voor- en na-toets en mi die na-toets in agt maatskappye in die Wes-Kaap toegepas waar die opleidingsprogram In lewensvaardighede, "FREE TO GROW', geYmplementeer is. Kwalitatiewe data wat ingesamel is het die resultate van bemagtiging geYdentifiseer en ook die geldigheid van die meetinstrument bekragtig. Statistiese prosedures wat toegepas is het die bemagtigingspatrone by respondente geYdentifiseer. Die respondente in die eksperiment was hoofsaaklik vroue en die gemiddelde ouderdom was 33.9 jaar. Die meeste was Afrikaanssprekend en het hulself as lede van die Kleurling etniese groep geklassifiseer. Die "FREE TO GROW' opleidingsprogram het daarin geslaag om die doelwit van bemagtiging te bereik, omdat daar op kort- en lang termyn 'n statisties beduidende verbetering in die bemagtigingstatus van werkers gevind is. Die meeste van die totale groep is voor die kursus op die Interpersoonlike-vlak bemagtig en na die kursus en op die lang termyn op die Mikrovlak. Die mans is voor die kursus meer op die Makrovlak bemagtig, maar het groter volgehoue Interpersoonlike-vlak bemagtiging getoon. Die vroue het onmiddellik na die kursus en op die lang termyn die meeste op die Mikrovlak gebaat. Voor die kursus was die Kleurlinggroep meer op die Mikrovlak bemagtig in vergelyking met die blankes, maar hulle het onmiddellik na die kursus die meeste op die Interpersoonlike-vlak gebaat. Die Kleurlinggroep en die vroue het op lang termyn statisties beduidend hoer tellings op die Interpersoonlike-vlak behaal. Wat bemagtigingpatrone betref, is bevind dat die Mikrovlak-kwessies voor die kursus oorheersend was, met 'n groter verspreiding van persepsie van die ander aspekte van bemagtiging oor tyd. Voor die kursus was die respondente geneig om op persoonlike en gesinsaangeleenthede te reageer wat geen aksies vereis het nie. Hulle was gemotiveer om hul doelwitte te bereik en het beheer verlang oor aspekte wat hulle geraak het. Onmiddellik na die kursus het hulle 'n meer positiewe uitkyk op die lewe en 'n persoonlike verantwoordelikheidsin gehad, en getoon dat hulle probleme kon hanteer. Hulle was bereid om die insiatief te neem, was meer ambisieus en het vertroue gehad in hul vermoens in die werkplek. Op die lang termyn was hul ervaring van bemagtiging meer gebalanseerd en hulle het goed gevoel oor hulself, was meer assertief, in staat tot kritiese denke en meer betrokke by aangeleenthede buite hulself. Die meetinstrument wat in hierdie studie ontwerp is, het die uitkoms van bemagtiging op drie vlakke gemeet en gehelp om die patrone wat oor die verloop van 'n intervensie na yore gekom het, te identifiseer. 'n Gestandaardiseerde bemagtigingsvraelys kan toerekenbaarheid verhoog, help om die behoeftes van individue en bestuur te balanseer, en insig bied aan opvoedkundiges wat poog om volwassenes te bemagtig.

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Jorge, Lidiane da Silva. "AvaliaÃÃo de Ambiente Virtual de Aprendizagem na modalidade semipresencial no ensino de graduaÃÃo em Odontologia da UFC." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=10944.

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O uso de ambientes virtuais de aprendizagem propÃe uma adequaÃÃo das metodologias de ensino e tem se tornado cada vez mais comum no Brasil nos Ãltimos anos. O objetivo desta pesquisa foi avaliar o Ambiente Virtual de Aprendizagem SOLAR no ensino de graduaÃÃo em Odontologia da UFC na percepÃÃo dos alunos. Fizeram parte do estudo 94 alunos egressos das disciplinas de Metodologia CientÃfica aplicada Ã Odontologia I (1Â semestre), SaÃde Coletiva II (6Â semestre), Odontologia Legal (7Â semestre), ofertadas no perÃodo de 2012.1. Foi utilizado como instrumento de coleta de dados um questionÃrio semiestruturado, dividido em blocos temÃticos e aplicado por um Ãnico pesquisador, cujas informaÃÃes foram organizadas em um banco de dados no Epi Info e analisadas no programa estatÃstico Stata 11. A pesquisa foi aprovada pelo ComitÃ de Ãtica em Pesquisa da UFC pelo protocolo NÂ 44/12. Constatou-se que 42,4% dos alunos jÃ haviam realizado outros cursos na modalidade presencial, enquanto que apenas 2,1% afirmaram ter realizado cursos na modalidade semipresencial. Aproximadamente 98% dos entrevistados relataram que foi na graduaÃÃo em Odontologia sua primeira experiÃncia com disciplinas semipresenciais, especificamente com a utilizaÃÃo do SOLAR e 89,3% dos alunos afirmaram que o SOLAR favoreceu o processo de ensino-aprendizagem. Ã possÃvel afirmar, tambÃm, que 98,9% dos estudantes analisados possuem computador para realizar as atividades das disciplinas nesta modalidade, entretanto, aproximadamente 64% afirmaram que esse computador nÃo Ã de uso individual. O fÃrum foi considerado a ferramenta de interaÃÃo mais utilizada pelos alunos nas disciplinas semipresenciais e as ferramentas digitais que mais contribuÃram no processo de aprendizagem foram os textos de apoio com 41,5%, seguido do fÃrum de discussÃo com 31,9% e o portfÃlio com 19,1%. O uso do SOLAR na graduaÃÃo, em disciplinas semipresenciais, trouxe benefÃcios ao processo de ensino-aprendizagem, pois facilitou a construÃÃo do conhecimento atravÃs das ferramentas de interaÃÃo e comunicaÃÃo, contribuindo no desenvolvimento da autonomia do aluno.
The use of virtual learning environments proposes an adaptation of educational methodologies and has become increasingly common recently in Brazil. The objective of this research was to evaluate the Virtual Learning Environment SOLAR program according to the perception of the graduate students of the Dentistry course at UFC â Federal University of CearÃ. The participants were 94 students egress in the disciplines of Scientific Methodology applied to Dentistry I (1st semester), Public Health II (6th semester), Forensic Dentistry (7th semester), offered in the period 2012.1. A questionnaire was used as an instrument of data collection, whose information was organized in a database in Epi Info and analyzed using Stata 11. The study was approved by the Ethics in Research Protocol N Â 44/12. It was found that 42.4% of the students took courses in attendance, while only 2.1% said they had done courses in blended. Approximately 98% of respondents reported that was their first undergraduate dental experience with semipresential disciplines, specifically with the use of SOLAR and 89,3% of students stated that the SOLAR favored the teaching-learning process. Also it can be argued that 98.9% of students have studied computer to carry out the activities of the subjects in this mode, however approximately 64% stated that this computer is not for individual use. The forum was considered the interaction tool most used by students in the semi presential disciplines and digital tools that contributed most in the learning process were the handouts with 41.5%, followed by the discussion forum with 31.9% and the portfolio with 19.1%. Using the SOLAR graduation program, the semi presential disciplines brought benefits to the teaching and learning process, because as facilitated the construction of knowledge through the tools of interaction and communication, contributing in the development of learner autonomy.

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Hart, Mallory. "Test-Retest Reliability of Curriculum-Based Measurement Written Expression Probes." TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1394.

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Despite the growing popularity and utilization of Curriculum-Based Measurement for assessing students’ academic skills and for progress monitoring, little attention has been devoted to the area of written expression. Very few studies have been conducted to assess test-retest reliability. Only three previous studies were identified that examined the test-retest reliability of written expression curriculum-based measures. To address this issue, the current study examined the test-retest reliability of five common scoring procedures with students in grades 2, 4, and 6. A one-week time interval was used. Results indicated that while test-retest correlations were statistically significant and often at a moderate to moderately strong level, three of the measures showed statistically significant mean differences between the two test administrations in grade 6. The implications of these results are discussed.

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Koopman, Thomas Micheal Jr. "Student Reported School Climate Measurement: Is an Overhaul Needed?" Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1218505757.

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Ryan, Kelli A. "An Investigation of Pre-Service Teacher Assessment Literary and Assessment Confidence: Measure Development and EdTPA Performance." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1522746692960315.

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Birkhead, Susan F. "Nurse Educator Practices in the Measurement of Student Achievement Using Multiple-Choice Tests in Prelicensure Programs in New York State." Thesis, Sage Graduate School, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10640902.

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Multiple-choice questions (MCQs) are widely used to measure student achievement in prelicensure nursing education. However, little is known regarding the use of recommended practices in test construction and administration. This study explored New York State (NYS) nurse educators’ self-reported testing practices, as related to nurse educator characteristics (educational preparation, age, years teaching nursing), and institutional characteristics (program type, program size, policies). It also described the prevalence of use of MCQs.

A 49-question online survey of testing practices and program characteristics was administered to 1559 nurse educators who taught in prelicensure nursing education programs in NYS. The response rate was 19 percent.

Sixty-five percent of the respondents indicated that at least 80% of the typical course grade was derived from testing; MCQs comprised a mean of 81% of the questions on a typical test. Testing constituted a greater proportion of course grades in associate degree programs (p < 0.05). Nurse educators engaged in a mean of 7.3 of 12 recommended testing practices. Nurse educator characteristics and nursing education program characteristics did not affect use of recommended practices. Respondents in programs with written testing policies engaged in more recommended practices (p < 0.05). Mentoring and professional development activities were the most important source of faculty learning about measurement of student achievement.

Because MCQ testing is so widely used, leaders in nursing education should ensure the existence of and adherence to written testing policies, and that educators are well prepared through mentoring and professional development to use tests to measure student achievement.

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Woods, Timothy. "The effect of faculty performance measurement systems on student retention." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/631.

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Institutions of higher learning have been tracking student course-drop rates as a measure of student success along with faculty performance data. However, there is a lack of understanding as to how faculty performance data influences drop rates. The purpose of this study was to determine whether faculty knowledge of performance data creates a difference in drop rates. This study combined theories of performance measurement, decision support, self-determination theory (SDT), and personal decision making (PDM) as a conceptual foundation that linked faculty knowledge to student success. The specific research question addressed if data can be used to assist faculty efforts in reducing student attrition. This experimental longitudinal study tested the effect of faculty knowledge of personal performance measures on student course-drop rates. A sample of 32 subjects from a major university were randomly selected and assigned to equivalent-groups that included an experimental group, which received performance feedback and instruction, and an uninformed control group. Paired sample t-tests indicated a significant 32.8% reduction in student attrition for faculty in the experimental group, compared to a 10.3% increase in attrition observed for the control group faculty. Results suggest that providing faculty access to performance data via a decision support system will result in a reduction of student course drop rates. The key social value for this study is to provide a blueprint in collecting, structuring, and disseminating data that assist faculty and institutions in addressing student persistence. Students who persist in their courses have a greater potential of completing their studies and thus gaining access to better paying careers, higher levels of self-esteem, and an overall improved quality of life.

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Robinson, Daniel J. "A Delphi study to examine the quality measurement standards by online instructors using the Quality Matters Rubric as a basis for creating instructional materials." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1491431111417877.

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Flynn, Atkinson Kerry. "Integrity in the Administration of Curriculum-Based Measurement: A Seminal and Exploratory Study." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1340828828.

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26

Wang, Jing. "Advanced Quantitative Measurement Methodology in Physics Education Research." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249366709.

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Rair, Randal J. "Test Environment for Optimal Performance in high school students: Measure development and the relationship with standardized test scores." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent156197137829198.

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Sun, Jiandong. "Educational stress among Chinese adolescents : measurement, risk factors and associations with mental health." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/53372/3/Sun_Jiandong__Thesis.pdf.

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Academic pressure among adolescents is a major risk factor for poor mental health and suicide and other harmful behaviours. While this is a worldwide phenomenon, it appears to be especially pronounced in China and other East Asian countries. Despite a growing body of research into adolescent mental health in recent years, the multiple constructs within the ‘educational stress’ phenomenon have not been clearly articulated in Chinese contexts. Further, the individual, family, school and peer influencing factors for educational stress and its associations with adolescent mental health are not well understood. An in-depth investigation may provide important information for the ongoing educational reform in Mainland China with a special focus on students’ mental health and wellbeing. The primary goal of this study was to examine the relative contribution of educational stress to poor mental health, in comparison to other well-known individual, family, school and peer factors. Another important task was to identify significant risk factors for educational stress. In addition, due to the lack of a culturally suitable instrument for educational stress in this population, a new tool – the Educational Stress Scale for Adolescents (ESSA) was initially developed in this study and tested for reliability and validity. A self-administered questionnaire was used to collect information from convenient samples of secondary school students in Shandong, China. The pilot survey was conducted with 347 students (grades 8 and 11) to test the psychometric properties of the ESSA and other scales or questions in the questionnaire. Based on factor analysis and reliability and validity testing, the 16-item scale (the ESSA) with five factors showed adequate to good internal consistency, 2-week test-retest reliability, and satisfactory concurrent and predictive validity. Its factor structure was further demonstrated in the main survey with a confirmatory factor analysis illustrating a good fit of the proposed model based on a confirmatory factor analysis. The reliabilities of other scales and questions were also adequate to be used in this study. The main survey was subsequently conducted with a sample of 1627 secondary school (grades 7-12) students to examine the influencing factors of educational stress and its associations with mental health outcomes, including depression, happiness and suicidal behaviours. A wide range of individual, family, school and peer factors were found to have a significant association with the total ESSA and subscale scores. Most of the strong factors for academic stress were school or study-related, including rural school location, low school connectedness, perceived poor academic grades and frequent emotional conflicts with teachers and peers. Unexpectedly, family and parental factors, such as parental bonding, family connectedness and conflicts with parents were found to have little or no association with educational stress. Educational stress was the most predictive variable for depression, but was not strongly associated with happiness. It had a strong association with suicide ideation but not with suicide attempts. Among five subscales of the ESSA, ‘Study despondency’ score had the strongest associations with these mental health measures. Surprising, two subscales, ‘Self-expectation’ and ‘Worry about grades’ showed a protective effect on suicidal behaviours. An additional analysis revealed that although academic pressure was the most commonly reported reason for suicidal thinking, the occurrence of problems in peer relationships such as peer teasing and bullying, and romantic problems had a much stronger relationship with actual attempts. This study provides some insights into the nature and health implications of educational stress among Chinese adolescents. Findings in this study suggest that interventions on educational stress should focus on school environment and academic factors. Intervention programs focused on educational stress may have a high impact on the prevalence of common mental disorders such as depression. Efforts to increase perceived happiness however should cover a wider range of individual, family and school factors. The importance of healthy peer relationships should be adequately emphasised in suicide prevention. In addition, the newly developed scale (the ESSA) demonstrates sound psychometric properties and is expected to be used in future research into academic-related stress among secondary school adolescents.

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Hands, Beth P. "Measurement of teacher attitude to direct instruction." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1993. https://ro.ecu.edu.au/theses/1140.

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This study investigates teacher attitude towards a teaching innovation, Direct Instruction. In particular, it is concerned with what aspects of this teaching strategy affect a teacher's decision to implement the method and the relationship between experience with Direct Instruction and teacher attitude. A repeated measures, pretest-posttest design was employed to assess participants' attitude before and after viewing a video demonstrating the teaching method, Direct Instruction. The 40 item Attitude towards Direct Instruction (AD I) scale comprised 30 items derived from a questionnaire designed by Proctor (1989) in addition to ten new items created especially for the study. The scoring function comprised the familiar Likert rating format using five response categories; Strongly Agree, Agree, Not Sure (NS), Disagree, and Strongly Disagree. Data was collected from two sample groups. The first group, or 'change' sample, comprised 144 primary trained teachers and was used to assess the degree of attitude change between the pretest and posttest occasion. The second group, referred to as the 'control sample', comprised 275 third year education students at Edith Cowan University and was included in the study to assess the influence of the NS response category on the precision of the measuring instrument as well as forming part of the calibration sample. Item analyses were conducted on the ADI scale using the extended model of Rasch, an important measurement model for assessing the psychometric properties of items with ordered categories. Due to the nature of the change sample, which included teachers with no experience with Direct Instruction, it was necessary to include the NS category despite the knowledge that it can cause problems of a measurement nature. By assessing threshold order across all items it was shown that the NS category could be employed during the initial data collection but that any responses obtained had to be suppressed and changed to missing data in the data file if the subsequent analyses were to be effective. A final instrument comprising 19 items demonstrated sound psychometric properties with high reliability and person separation capabilities; Graphical procedures, which took account of the special features of the measurement model, were used to investigate item bias (as part of the calibration of the instrument) as well as attitude change. In both cases, the plots provided an effective and simple interpretation of information as inconsistencies amongst both items and people were readily identified. The relationship between attitude change, as a result of the demonstration of Direct Instruction, and prior teacher experience with the method was also obtained from an examination of plot shifts across the calibration range. Generally, teachers were more likely to have a negative attitude towards Direct Instruction if they had never taught the method. They perceived Direct Instruction to be too teacher oriented and highly structured. On the other hand, teachers were more likely to have a positive attitude towards Direct Instruction if they had had the opportunity to use it. They saw Direct Instruction as effective, easy to use, and versatile.

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Hart, Raymond C. Jr. "A FRAMEWORK FOR PSYCHOMETRIC ANALYSIS OF STUDENT PERFORMANCE ACROSS TIME: AN ILLUSTRATION WITH NATIONAL EDUCATIONAL LONGITUDINAL STUDY DATA." Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1177960052.

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31

Novodvorsky, Ingrid. "Development of an instrument to assess attitudes toward science." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186455.

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This dissertation describes the development of an instrument to assess students' attitudes toward science. The rationale for developing a new instrument is presented in the context of a review of existing instruments. As discussed in the literature review, many existing instruments are based on ill-defined theoretical constructs, and include statements that do not appear to be assessing the single construct of attitude toward science. In addition, existing instruments do not distinguish between biological and physical science. Thus, the purpose of this study was to carefully define the construct, attitude toward science, and develop an attitude instrument to reflect that construct and to distinguish between biological and physical science. For this study, biological science was defined as any of the branches of science dealing with living things, such as genetics, entomology, or anatomy. Physical science was defined as any of the branches of science dealing with non-living things, such as physics, geology, chemistry, or earth science. Once the Likert-scale instrument was developed, it was piloted on a sample population of students in science classes at a suburban, southwestern high school. Their responses were used to do item analyses and to calculate validity and reliability. Principal-component analysis was also performed to try to identify sub-scales. The results of the data analysis were used to select items for a final scale. The final instrument consists of two parallel forms of 20 items each. For each form, 12 items refer to science in general, four to biological science, and four to physical science. The test-retest reliability coefficients of the final instruments are 0.768 for Form A and 0.788 for Form B. The parallel-forms reliability coefficient of the instrument is 0.93. The construct validity coefficients of the final instruments, compared to Germann's Attitude Toward Science in School Assessment, is 0.82 for Form A and 0.85 for Form B. Inter-item consistency, measured by Cronbach's alpha coefficient, is 0.91 for Form A and 0.89 for Form B.

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Li, Shaobing. "Experiential Moral Character: Reconceptualization and Measurement Justification." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1574794255368781.

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33

Sanguras, Laila Y. "Construct Validation and Measurement Invariance of the Athletic Coping Skills Inventory for Educational Settings." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984216/.

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The present study examined the factor structure and measurement invariance of the revised version of the Athletic Coping Skills Inventory (ACSI-28), following adjustment of the wording of items such that they were appropriate to assess Coping Skills in an educational setting. A sample of middle school students (n = 1,037) completed the revised inventory. An initial confirmatory factor analysis led to the hypothesis of a better fitting model with two items removed. Reliability of the subscales and the instrument as a whole was acceptable. Items were examined for sex invariance with differential item functioning (DIF) using item response theory, and five items were flagged for significant sex non-invariance. Following removal of these items, comparison of the mean differences between male and female coping scores revealed that there was no significant difference between the two groups. Further examination of the generalizability of the coping construct and the potential transfer of psychosocial skills between athletic and academic settings are warranted.

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Soto, Ramirez Pamela. "Validity Evidence of Internal Structure and Subscores Use of the Portfolio in the Chilean Teachers’ Evaluation System." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu159316412299089.

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35

Njiru, Joseph Njeru. "Measuring academic motivation to achieve for high school students using a Rasch measurement model." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1320.

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Many models have been offered on students' motivation to achieve academically. However, most studies on motivation of students to achieve academically are called into question because they do not use an interval level scale, based on a good theoretical model, where attitude items are connected to behaviour items, even though motivation is defined as linked to behaviour. On the other hand, many researchers do not use qualitative methodologies as a preferred method to validate and triangulate data obtained from the questionnaire so as to add scope and breadth to the study. Most researchers have only used either qualitative or quantitative methods but not both. This study uses both the questionnaire and the Interview format so as to allow for flexibility and 'the opportunity to clarify questions and responses with the subjects in order to understand more about students' motivation to achieve academically. The study had two phases. The first phase involved completing a questionnaire on motivation to achieve academically. In this phase, a person convenience sample of 522 high school students of senior (A-level) classes (Years 12 and 13) was used. The sample was taken from three high schools in Kota Kinabalu, Sabah state in Malaysia. The sample consisted of 294 girls (56%) and 228 boys (44%). The stem-item sample• was initially 50, and was written in ordered-by-difficulty patterns. Phase one involved testing a conceptual model of academic motivation involving attitudes and behaviours in relation to three main aspects (striving for excellence, desire to learn, and personal incentives) and 12 sub-aspects. The motivation scale created in this study supports the view that nine out of 12 sub-aspects form the structure of motivation for years 12 and 13 students in Malaysia. The supported structure involves striving for excellence (standards, goals, tasks, effort, and ability) (but not values), desire to learn (interest and learning from others) (but not responsibility for Learning), and personal incentives (extrinsic, intrinsic) (but not social rewards). A unidimensional, linear scale of academic motivation was created with 20 stem-items (30 were discarded) using the Extended Logistic Model of Rasch (Andrich, 1988a, 1988b; Rasch, 1980/1960) with the computer Program Rasch Unidimensional Measurement Models (RUMM-2010) (Andrich, Sheridan, Lyne & Luo, 2000). The iii structures, patterns and the psychometric properties of the scale were analysed to understand the meaning of the results. Twenty Motivation items fitted the model and were 'easier' than their corresponding behaviour items, as conceptualised. They fanned an excellent scale in which the proportion of observed variance considered true was 0.92. There was good agreement amongst students to the different 'difficulties’ of the items on the scale and there was a good fit to the measurement model. A good scale of academic motivation to achieve for high school students was created, and the data for the 20 stem-items were valid and reliable. The structure of motivation that was created is based on three 151 order orientations, striving for excellence, desire to learn and personal incentives and nine 2nd order orientations. These are standards, ability, goals, tasks, effort as part of striving for excellence; interest, and learning from others as part of desire to learn and intrinsic rewards, extrinsic rewards as part of personal incentives. In the second phase of the study, semi-structured face-to-face interviews were conducted, using a sample of 45 students, who had participated in answering the questionnaire. This was done to validate and triangulate data obtained from the questionnaire, and to add scope and breadth to the study. The interviews explored students' opinions, experiences, and perceptions of motivation to achieve academically. The interviews were based on validating, clarifying, and seeking further information, on issues identified in the questionnaire. Participation in the interviews was on a voluntary basis, and interviews were conducted in the students' schools. Twenty-five of the student participants were boys and the other twenty were girls. Students' responses suggest that students have different perceptions of academic motivation, have different levels of motivation, and are motivated to achieve academically for various reasons. The results also show that students lack motivation to achieve academically because they make faulty attributions and do not recognise the importance of the aspects of their own motivation to achieve academically. Fear of failure is a way for students to protect their self-esteem and is also common among students. The findings of this research project have implications for high school teachers, administrators, teacher educators, Rasch measurement models and future research on motivation.

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Chang, Wen-Chia Claire. "Measuring the complexity of teachers' enactment of practice for equity: A Rasch model and facet theory-based approach." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107345.

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Thesis advisor: Larry H. Ludlow
Preparing and supporting teachers to enact teaching practice that responds to diversity, challenges educational inequities, and promotes social justice is a pressing yet daunting and complex task. More research is needed to understand how and to what extent teacher education programs prepare and support teacher candidates to enhance the achievement of all learners while challenging systematic inequity (Cochran-Smith, Ell, Ludlow, Grudnoff, & Aitken, 2014). One piece of empirical evidence needed is a measure that captures the extent to which teachers enact teaching practice for equity. This study developed an instrument – the Teaching Equity Enactment Scenario Scale (TEES) - to measure the extent of equity-centered teaching practice by applying Rasch measurement theory (Rasch, 1960) and Guttman’s facet theory (Borg & Shye, 1995). The research question addressed whether the TEES scale can measure teachers’ self-reported enactment of practice for equity in a reliable, valid, and authentic manner. This study employed a three-phase design, comprising an extensive process of item development, a pilot study and a final full-scale administration. Fifteen scenario-style items were developed to capture the enactment levels of six interconnected principles of teaching practice for equity. Using the Rasch rating scale model the outcome was a 15-item TEES scale that reliably and validly measures increasing levels of teaching practice for equity progressing through low, moderate, and high levels of enactment. The distribution of the scenarios confirmed their hypothesized order and the instrument development principles of Rasch measurement - unidimensionality, variation and a hierarchical order of the items, as well as a uniform continuum defining the construct. The scale also provides meaningful interpretations of what a raw score means regarding one’s equity-centered teaching practice. The overall findings suggest that the novel approach of combining Rasch measurement and facet theory can be successful in developing a scenario-style scale that measures a complex construct. Moreover, the scale can provide the evidence needed in research on preparing and supporting teachers to teach with a commitment to equity and social justice

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Marks, Lori J., and Tina M. Hudson. "Wandering Along the Road Less Traveled: A Look at the Curriculum Based Measurement in Writing." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3531.

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Assessing students’ writing through the Curriculum Based Measurement is an area that is not widely researched or practiced by classroom teachers. Presenters will share experiences with progress monitoring the writing of students from a rural school district. Participants will learn to score writing probes to monitor students’ progress.

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Rowles, Phillip Bruce. "Constructing a Polysemous Academic Vocabulary Extent Test Via Polytomous Rasch Model Measurement Analyses." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/363274.

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Language Arts
Ed.D.
Educational measurement research faces an unresolved dilemma: competently meeting the longstanding demand for improved vocabulary strength (depth) aspect assessments. My original contribution to knowledge in the written receptive vocabulary knowledge construct research domain is twofold. My first contribution is proposing an a priori metasynonymy awareness hypothesis based on a vocabulary strength aspect extension of O’Connor’s (1940) written receptive vocabulary acquisition developmental stage theory. My second contribution is designing and constructing a vocabulary extent (the nexus between vocabulary size (breadth) and strength aspects) test. The test, called the Polysemous Academic Vocabulary Extent Test, utilizes ordered triple rank (OTR) responses and a complementary six-tier incremental scoring guide rubric. An example test item includes a sentence stem with a bold keyword and three options, such as: All the reviews of the movie were positive. positive: a) sure b) good c) enviro
Temple University--Theses

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Stanco, Gabrielle. "Using TIMSS 2007 Data to Examine STEM School Effectiveness in an International Context." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2605.

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Thesis advisor: Ina V. S. Mullis
Because results from TIMSS 2007 showed a gap in mathematics and science achievement between students in the United States and those in the top-performing countries, TIMSS 2007 data were used to investigate how school effectiveness factors known to be strongly associated with higher STEM achievement operated in the United States compared to Chinese Taipei, the Czech Republic, Singapore, and Slovenia. In each of the five countries, multilevel modeling was used to examine STEM achievement in relation to 11 school effectiveness factors associated with school resources, fidelity of curriculum implementation, and school climate, controlling for student home resources. A secondary purpose of this dissertation research was to help the TIMSS & PIRLS International Study Center prepare for multilevel modeling planned for the TIMSS and PIRLS 2011 data. Findings from this research showed that across the five countries, there were differences in how important school effectiveness factors operated. Teacher preparation, teaching the curriculum, and using instructional strategies involving reasoning and inquiry all were important school characteristics related to STEM achievement in some countries. A school environment conducive to learning emerged as being strongly associated with high STEM achievement in three of the countries, including the United States. Both absence of discipline and attendance problems as well as a school climate supportive of academic success were important predictors of student STEM achievement. This dissertation research also showed the potential of using TIMSS data as a basis for conducting school effectiveness analyses across different country contexts
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement, and Evaluation

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40

Ceylandag, Fatma Rana. "Teacher Self-efficacy Beliefs Toward Measurement And Evaluation Practices." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12610951/index.pdf.

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Teacher self-efficacy refers to teachers&rsquo
belief in their abilities to perform an action. In the present study, a new scale was developed to measure teacher self-efficacy beliefs toward measurement and evaluation practices, called &ldquo
Teacher Self-Efficacy toward Measurement and Evaluation Practices Scale&rdquo
(TEMES). The purpose of this study was to test a model of relationships among teacher self-efficacy toward measurement and evaluation practices, teachers&rsquo
sense of efficacy, year in teaching, and frequency of using traditional and alternative measurement and evaluation tools. Three hundred ninety-four teachers participated in the study. Confirmatory Factor Analysis (CFA), Multivariate Analysis of Variance (MANOVA), Canonical Correlation Analysis, and Structural Equation Modeling (SEM) were conducted to answer the research questions. CFA provided evidence for five-factor structure of the TEMES. Cronbach&rsquo
s alpha coefficients of these five factors were satisfactory, ranging from .76 to .87. Teachers reported more frequent use of traditional measurement and evaluation tools than alternative tools. Separate MANOVAs yielded non-significant effect of gender on the factors of TEMES, but of teaching level. In addition, findings of canonical correlation analysis indicated that factors of TEMES were correlated with factors of Turkish teachers&rsquo
sense of efficacy scale (TTSES). Results of the SEM indicated that teacher self-efficacy toward measurement and evaluation practices was positively correlated with frequency of using traditional and alternative measurement and evaluation tools. Year of teaching was found to be a non-significant predictor of teachers&rsquo
sense of efficacy, teacher self-efficacy toward measurement and evaluation practices, and frequency of using traditional and alternative measurement and evaluation tools.

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Ahmed, Emtiaz Rony. "Racial-Ethnic Gaps in Achievement Motivational Constructs of U.S. Eighth-Grade Students that Predict Mathematics and Science Achievement." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1532072341697104.

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42

Parker, Paul Francis. "Development of the Research Paradigm Inventory to Measure Views About Research Practices and Beliefs." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/37384.

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The purpose of this study was to develop an instrument to measure the views of educational researchers across the dimensions that comprise research paradigms. The development of the instrument, entitled the Research Paradigm Inventory (RPI), was conducted in the hope of providing a mechanism for future research that will enable the examination of prospective links between the ontological, epistemological and methodological orientations of researchers and graduate students who will serve as future inquirers in the field of education. During its development and validation, various aspects of the RPI were examined in accordance with the validity framework outlined by Samuel Messick (1989). According to Messick (1989), the validity of measure interpretation and corresponding action can be examined in terms of content, substantive, structural, generalizability, external and consequential forms of evidence. During this study, the content aspect of validity was addressed through the creation of instrument specifications and the development of items that were mapped to those specifications. In addition, the content aspect of validity was addressed by selecting items that were reviewed by experts, pilot tested, field tested and exhibited high technical quality. The substantive aspect of validity was addressed through an analysis of item rating scale functioning, person fit, item difficulty hierarchies and relationships among instrument scale measures. The structural aspect of validity was addressed through a confirmation of the instrumentâ s dimensionality. The generalizability aspect of validity was addressed through an analysis of person reliability, the precision of item/person parameter estimates and item calibration invariance. The development activities and analyses described above resulted in the creation of six subscales measuring: (1) Realism in Research, (2) Research Objectivism, (3) Quantitative Methodology, (4) Relativism in Research, (5) Research Interpretivism and (6) Qualitative Methodology. Given the evidence collected, these scales appear to provide reasonably reliable and defensible estimates of individualsâ attitudes toward various research practices and beliefs, and should be appropriate for future research studies exploring educational research paradigms.
Ph. D.

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Hernandez, Jovan Omar. "Development and psychometric validation of the Perceived Classism Scales: measures of perceived social class discrimination." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4854.

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This paper discusses the development of the Perceived Classism Scales. Three separate studies were conducted to create and validate scales designed to measure Liu, Soleck, Hopps, Dunston, and Pickett's (2004) upward, downward, and lateral classism constructs in their Modern Classism Theory. An initial pool of 51-items was created to assess each of the three classism domains. Three hundred and three individuals participated in the first study, which consisted of an exploratory factor analysis of the 51 items. Results from the first study provided preliminary support for the measurement of two factors. The 51 items were pared down to two, 8-item scales reflecting upward and downward classism. The second study consisted of a confirmatory factor analysis to ensure each scale represented a good model fit to the data from 237 participants. Findings from the confirmatory factor analysis suggested some overlap between items and the downward classism scale was further reduced to 5-items and the upward classism scale was reduced to 6-items. The revised scales represented a good fit to the data and the scales were named Upward and Downward Classism. The third study served to establish construct validity and test-retest reliability of the Upward and Downward scales. One hundred sixty-nine people participated in the third and final study. Results provided initial support for the validity of the scales and the scales also showed good stability over a two-week period. In addition, implications of the current study for both researchers and clinicians are presented. Lastly, recommendations for improving the validity of the PCS scales and suggestions for future research are discussed.

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Clarke, Benjamin S. "The identification, development, and investigation of early mathematics curriculum-based measurement /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055679.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 121-126). Also available for download via the World Wide Web; free to University of Oregon users.

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Nadel, Sarah Alese. "Developing a Social Support Measurement Instrument: A Methodological Approach to Measuring Undergraduate Perceptions of Social Support." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1402180624.

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Wetherell, Emily Michelle. "The use of crowdsourcing in the development of measurement instruments." Thesis, University of Iowa, 2019. https://ir.uiowa.edu/etd/6879.

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Crowdsourcing has gained favor among many social scientists as a method for collecting data because this method is both time- and resource-efficient. The present study uses a within-subject test-retest design to evaluate the psychometric characteristics of crowdsource samples for developing and field testing measurement instruments. As evidenced by similar patterns of psychometric characteristics across time, strong test-retest reliability, and low failure rates of attention check items, the results of this study provide evidence that Amazon Mechanical Turk might represent a fruitful platform for field testing to support the development of a variety of measures. These findings, in turn, have significant implications for resource efficiency in the fields of educational and organizational measurement.

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Espinosa, Juan Emilio. "Assessing the Factorial Validity, Measurement Invariance, and Latent Mean Differences of a Second-Order, Multidimensional Model of Academic and Social College Course Engagement| A Comparison Across Course Format, Ethnic Groups, and Economic Status." Thesis, University of California, Santa Barbara, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10248471.

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The current study seeks to validate a second-order, multifaceted model of engagement that contains a behavioral, an emotional, and a cognitive subtype as proposed by Fredericks, Blumenfeld, and Paris’ (2004), while also incorporating literature on student interactions. The second-order, 12-factor model proposed and tested for its validity partitioned engagement into the second-order constructs of academic and social engagement and examined each of the three engagement subtypes in relation to the interactions that students experience with their course material, with their classmates, and with their instructors/teaching assistants. Since the proposed model did not meet accepted standards of fit, the dataset was randomly split into two approximately equal halves and a follow-up exploratory factor analysis (EFA) was conducted on the first half of the dataset, which yielded a second-order, five-factor solution. The second-order academic engagement constructs that emerged from the EFA consisted of students’ behavioral, emotional, and cognitive engagement with their course material. In addition, two first-order factors emerged from the EFA, consisting of students’ emotional and cognitive engagement with their fellow students or classmates.

These constructs and relationships were consistent with the theory that drove the original proposed model, but differed slightly in their composition and relationship with one another. After establishing this empirical model through EFA procedures, the model was cross-validated on the second-half of the randomly split dataset and examined for invariance across students enrolled in online courses and students enrolled in traditional, in-person college courses, as well students from ethnically and economically diverse backgrounds. Latent mean comparisons revealed differences in levels of academic and social engagement between these three groups of students, suggesting that students enrolled in online courses and students from African-American and Latino/a ethnicities were slightly more academically engaged than their counterparts. However, students enrolled in online courses scored much lower than students enrolled in face-to-face courses on the social engagement measures, while students from African-American and Latino/a ethnic groups scored higher on the social engagement measures than did students from Asian and Caucasian ethnicities. Interestingly, no differences emerged between groups of students from lower and higher economic backgrounds.

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Snyder, Mark Richard. "INVESTIGATING THE LINK BETWEEN CURRENT CLASSROOM TEACHERS’ CONCEPTIONS, LITERACY, AND PRACTICES OF ASSESSMENT." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/446445.

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Educational Psychology
Ph.D.
Teachers’ assessment conceptions, assessment literacy, and self-reported assessment practices were investigated using a single administration survey of U.S. classroom teachers. These phenomena were investigated both individually and in there inter relationships. Assessment conceptions were measured with the Teachers’ Conceptions of Assessment III – abridged survey and assessment literacy with the Assessment Literacy Inventory. Self-reported classroom assessment practices were analyzed with factor analysis to determine a set of five assessment practice factors that indicate a set of classroom assessment practice behaviors. Analysis suggested certain assessment conceptions held by teachers and aspects of their assessment literacy were significant predictors in their loadings for certain assessment practice factors. One of these significant relationships was that the degree to which the teachers held the conceptions that assessment holds schools accountable and that it aids in student improvement predicted the frequency with which they reported using tests and quizzes in their classroom. There were also significant differences in the assessment practices self-reported based upon the grade level of student instructed, years of teaching experience, as well as other demographic variables. These findings suggest that study and use of the three assessment phenomena would inform practitioners about what may influence classroom teachers’ assessment practices, and how they can best be remediated.
Temple University--Theses

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CESARETTI, LORENZO. "How students solve problems during Educational Robotics activities: identification and real-time measurement of problem-solving patterns." Doctoral thesis, Università Politecnica delle Marche, 2020. http://hdl.handle.net/11566/274358.

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Questa tesi presenta l’utilizzo di tecniche di data mining e machine learning per la valutazione di attività di Robotica Educativa. Gli obiettivi di questo lavoro di ricerca sono tre: identificare differenti pattern durante le attività di problem-solving degli studenti; predire il risultato finale ottenuto nella risoluzione delle sfide di programmazione (e annotato dagli educatori) utilizzando tecniche machine learning; analizzare le correlazioni tra i pattern ottenuti e la valutazione assegnata dagli educatori. Per raggiungere questi obiettivi è stata svolta una sperimentazione con 455 studenti di 16 scuole primarie e secondarie italiane: è stato aggiornato il software del kit Lego Mindstorms EV3 così da registrare le sequenze di programmazione create dagli studenti in una scheda SD all’interno del robot, durante la risoluzione di due esercizi introduttivi di Robotica. I dati raccolti sono stati analizzati con una metodologia di data mining. Sono state utilizzate cinque tecniche di machine learning (regressione logistica, support vector machines, K-nearest neighbors, classificatore random forests e rete neurale Multilayer perceptron) così da predire la performance ottenuta dagli studenti. I risultati ottenuti hanno mostrato che la rete neurale MLP ha superato le altre tecniche in termini di predizione e che 3 stili di problem-solving sono emersi all’interno del dataset considerato; questi 3 stili sono stati analizzati in dettaglio sia da un punto di vista educativo che in relazione ai risultati ottenuti dagli studenti nella risoluzione degli esercizi.
This dissertation aims to provide the results through the utilisation of data mining and machine learning techniques for the assessment with Educational Robotics (ER). This research work has three main objectives: identify different patterns in the students’ problem-solving trajectories; predict the students’ team final performance, with a particular focus on the identification of learners with difficulties in the resolution of the ER challenges; analyse the correlation of the discovered patterns of students’ problem-solving with the evaluation given by the educators. We analysed the literature on Educational Robotics’ traditional evaluation and Educational Data Mining for assessment in constructionist environments. An experimentation with 455 students in 16 primary and secondary schools from Italy was conducted, through updating Lego Mindstorms EV3 programming blocks in order to record log files containing the coding sequences designed by the students (within team work), during the resolution of two preliminary Robotics’ exercises (Exercise A and B). The collected data were analysed based on data mining methodology. We utilised five machine learning techniques (logistic regression, support vector machine, K-nearest neighbors, random forests and Multilayer perceptron neural network) to predict the students’ performance, comparing two approaches: - a supervised approach, calculating a feature matrix as input for the algorithms characterised by two parts: the team’s past problem-solving activity (thirteen parameters extracted from the log files) and the learners’ current activity (three indicators for Exercise A and four indicators for Exercise B); and - a mixed approach, applying an unsupervised technique (the k-means algorithm) to calculate the team’s past problem-solving activity, and considering the same indicators of the supervised approach representing the students’ current activity. Firstly, we wanted to verify if similar findings emerged comparing younger students and older students, so we divided the entire dataset in two subsets (students younger than 12 years old and students older than 12 years old) and applied the supervised and mixed approach in these two subgroups for the first exercise, and a clustering analysis for the second exercise. This process demonstrated that similar problem-solving strategies were applied by both younger and older students, so we aggregated the dataset and performed the supervised and the mixed approach comparing the performances of these two techniques considering the entire dataset. The results have highlighted that MLP neural network with the mixed approach outperformed the other techniques, and that three learning styles were predominantly emerged from the data mining. Furthermore, we deeply analysed the pedagogical meaning of these three different approaches and the correlation of the discovered patterns with the performance obtained by learners. We denote the added value of data mining and machine learning applied to Educational Robotics research and highlight the significance of further implications. Finally, we discuss the future further development of this work from educational and technical view.

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Lynch, Linda L. "Technology value-beliefs and technology skill self-efficacy of preservice teachers : a measurement and structural model /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3052237.

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Dissertations / Theses on the topic 'Educational Measurement'

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