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Relevant bibliographies by topics / Ipsative

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Academic literature on the topic 'Ipsative'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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Journal articles on the topic "Ipsative"

1

Smith, Peter J. "Vocational Students' Learning Preferences: The Interpretability of Ipsative Data." Psychological Reports 86, no. 1 (2000): 25–30. http://dx.doi.org/10.2466/pr0.2000.86.1.25.

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A number of researchers have argued that ipsative data are not suitable for statistical procedures designed for normative data. Others have argued that the interpretability of such analyses of ipsative data are little affected where the number of variables and the sample size are sufficiently large. The research reported here represents a factor analysis of the scores on the Canfield Learning Styles Inventory for 1,252 students in vocational education. The results of the factor analysis of these ipsative data were examined in a context of existing theory and research on vocational students and

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2

Walton, Kate E., Lina Cherkasova, and Richard D. Roberts. "On the Validity of Forced Choice Scores Derived From the Thurstonian Item Response Theory Model." Assessment 27, no. 4 (2019): 706–18. http://dx.doi.org/10.1177/1073191119843585.

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Forced choice (FC) measures may be a desirable alternative to single stimulus (SS) Likert items, which are easier to fake and can have associated response biases. However, classical methods of scoring FC measures lead to ipsative data, which have a number of psychometric problems. A Thurstonian item response theory (TIRT) model has been introduced as a way to overcome these issues, but few empirical validity studies have been conducted to ensure its effectiveness. This was the goal of the current three studies, which used FC measures of domains from popular personality frameworks including the

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3

Wang, Wen-Chung, Xue-Lan Qiu, Chia-Wen Chen, Sage Ro, and Kuan-Yu Jin. "Item Response Theory Models for Ipsative Tests With Multidimensional Pairwise Comparison Items." Applied Psychological Measurement 41, no. 8 (2017): 600–613. http://dx.doi.org/10.1177/0146621617703183.

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There is re-emerging interest in adopting forced-choice items to address the issue of response bias in Likert-type items for noncognitive latent traits. Multidimensional pairwise comparison (MPC) items are commonly used forced-choice items. However, few studies have been aimed at developing item response theory models for MPC items owing to the challenges associated with ipsativity. Acknowledging that the absolute scales of latent traits are not identifiable in ipsative tests, this study developed a Rasch ipsative model for MPC items that has desirable measurement properties, yields a single u

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Dunlap, William P., and John M. Cornwell. "Factor Analysis of Ipsative Measures." Multivariate Behavioral Research 29, no. 1 (1994): 115–26. http://dx.doi.org/10.1207/s15327906mbr2901_4.

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R. Chapman, Jared, and Bruce L. Brown. "An empirical study of the career anchors that govern career decisions." Personnel Review 43, no. 5 (2014): 717–40. http://dx.doi.org/10.1108/pr-01-2013-0017.

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Purpose – The purpose of this paper is to examine two of Feldman and Bolino's proposals: career anchor plurality and career anchor relationships. Design/methodology/approach – A novel method for examining the relationships between career anchors called “indices of mutual presence” is developed for this study to generate meaningful results from ordinal and ipsative career anchor data. Findings – Evidence for some individuals having multiple career anchors was found. Complementary and exclusivity career anchor relationships are identified and a model for representing them is presented. The impor

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6

Chan, Wai. "Analyzing Ipsative Data in Psychological Research." Behaviormetrika 30, no. 1 (2003): 99–121. http://dx.doi.org/10.2333/bhmk.30.99.

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Rubiano Moreno, Jesica, Carlos Alonso Malaver, Samuel Nucamendi Guillén, and Carlos López Hernández. "A clustering algorithm for ipsative variables." DYNA 86, no. 211 (2019): 94–101. http://dx.doi.org/10.15446/dyna.v86n211.77835.

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The aim of this study is to introduce a new clustering method for ipsatives variables. This method can be used for nominals or ordinals variables for which responses must be mutually exclusive, and it is independent of data distribution. The proposed method is applied to outline motivational profiles for individuals based on a declared preferences set. A case study is used to analyze the performance of the proposed algorithm by comparing proposed method results versus the PAM method. Results show that proposed method generate a better segmentation and differentiated groups. An extensive study

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8

Stobart, Gordon. "Ipsative assessment: motivation through marking progress." Assessment & Evaluation in Higher Education 41, no. 8 (2015): 1284–85. http://dx.doi.org/10.1080/02602938.2015.1072373.

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9

Greer, Tammy, and William P. Dunlap. "Analysis of variance with ipsative measures." Psychological Methods 2, no. 2 (1997): 200–207. http://dx.doi.org/10.1037/1082-989x.2.2.200.

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10

Baron, Helen. "Strengths and limitations of ipsative measurement." Journal of Occupational and Organizational Psychology 69, no. 1 (1996): 49–56. http://dx.doi.org/10.1111/j.2044-8325.1996.tb00599.x.

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Dissertations / Theses on the topic "Ipsative"

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Zimmermann, René. "Ipsative Werbenutzenforschung : ein Versuch /." Bern : [s.n.], 1998. http://www.ub.unibe.ch/content/bibliotheken_sammlungen/sondersammlungen/dissen_bestellformular/index_ger.html.

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Brown, Alec J. "Ipsative Score Distortion on Affinity 2.0." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1119.pdf.

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Madsen, Jeffrey B. "Males' ipsative score distortion on Affinity 2.0 /." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2479.pdf.

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Madsen, Jeffrey Brian. "Males' Ipsative Score Distortion on Affinity 2.0." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1497.

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This study investigated the frequency of distortion that occurs when raw score patterns of Affinity 2.0, a viewing time measure designed to assess sexual interest, are converted to ipsative scores. Eighty-eight percent of a sample of ninety-nine non-pedophilic, exclusively heterosexual males' profiles sustained some degree of distortion. The study also applied Brown's (2005) approach to predicting distortion with this sample of males' responses. Brown's techniques were largely ineffective in predicting males' distortion scores.

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Hurst, Anne Lytton. "Motive-Goal Congruence: Normative Congruence, Ipsative Congruence and Mindfulness." W&M ScholarWorks, 2006. https://scholarworks.wm.edu/etd/1539626524.

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Brown, Anna. "How Item Response Theory can solve problems of ipsative data." Doctoral thesis, Universitat de Barcelona, 2010. http://hdl.handle.net/10803/80006.

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Multidimensional forced-choice questionnaires can reduce the impact of numerous response biases typically associated with Likert scales. However, if scored with traditional methodology these instruments produce ipsative data, which has psychometric problems, such as constrained total test score and negative average scale inter-correlation. Ipsative scores distort scale relationships and reliability estimates, and make interpretation of scores problematic. This research demonstrates how Item Response Theory (IRT) modeling may be applied to overcome these problems. A multidimensional IRT model f

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Wheeler, Harold William. "The reliability and validity of ipsative and normative forms of the Hutchins Behavior Inventory." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/77787.

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The current trend among theorists in counseling and psychotherapy is toward the development of metatheoretical models that can be used to organize, systematically and comprehensively, existing theories and techniques within the discipline. Some models also provide behavior adaptation guidelines for practitioners who wish to adapt their behavior to client behavior patterns. Hutchins created the metatheoretical TFA System to accomplish the above goals. He also created the Hutchins Behavior Inventory (HBI) to complement the TFA System. The HBI purportedly measures the thinking, feeling, and act

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Collier, Caroline. "Exploring the impact of an ipsative literacy development intervention on first year university students' fear of failure in assessment." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10043556/.

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This work enhances sector understanding of the impact of using an ipsative literacy development intervention on first year university students’ fear of failure in assessment. The work explores the literacy experiences and practices of nontraditionally qualified undergraduates as they make their transition into their first year of higher education, academic study and assessment activities. Research literature continues to raise concerns around progression and attainment, particularly for students from lower socio-economic backgrounds. Academic study and writing in particular often present chall

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Girabent, i. Farrés Montserrat. "Aplicació dels models de Thrustone i de Bradely-Terry a l’anàlisi de dades “ranking” obtingudes de mesures de preferència en escala ipsativa." Doctoral thesis, Universitat de Barcelona, 2013. http://hdl.handle.net/10803/277566.

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La recerca va néixer de l’interès de mesurar les preferències dels individus quan se’ls demana que ordenin una llista d’opcions, ja siguin conductes o objectes, obtenint així dades rànquing. Això determina que l’individu està forçat a establir un ordre entre les seves preferències, donant lloc al que es coneix com a escala de mesura ipsativa ordinal. Aquest tipus de mesura té com a avantatge front a la d’escala normativa, com Likert, que disminueix la probabilitat del conegut problema d’ “acquiescense bias” i s’elimini l’efecte “halo and horn”. Per altre banda, la principal caracterís

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Merino, Soto César, Dean W. Wichern, and Karin Rivas. "Assessment of the factorial structure of the Survey of Interpersonal Values." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/102250.

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The present study evaluates the factorial structure, in the leve! of the subscales, of the Survey of Interpersonal Values (SIV), and the relationships among them, in a sample of adolescents between 15 and 17 years old of both sexes and from a private and public school, representative of low and middle socioeconomic Ievels. Although the SIV has been a widely used too!, there is no report of ah analysis of its factorial structure in Latín-American samples. By means of the principal components analysis and the factorial analysis with a confirmatory approach, bipolar relationships have been identi

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Books on the topic "Ipsative"

1

Hughes, Gwyneth. Ipsative Assessment. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137267221.

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Hughes, Gwyneth, ed. Ipsative Assessment and Personal Learning Gain. Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-56502-0.

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Ipsative Assessment Motivation Through Marking Progress. Palgrave Macmillan, 2014.

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Hughes, Gwyneth. Ipsative Assessment and Personal Learning Gain: Exploring International Case Studies. Palgrave Macmillan, 2017.

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Book chapters on the topic "Ipsative"

1

Franzen, Michael. "Ipsative." In Encyclopedia of Clinical Neuropsychology. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1206.

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Franzen, Michael D. "Ipsative." In Encyclopedia of Clinical Neuropsychology. Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1206.

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Franzen, Michael. "Ipsative." In Encyclopedia of Clinical Neuropsychology. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_1206-2.

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4

Wiemann, Andrea N., and Constance J. Jones. "Ipsative Stability." In Encyclopedia of Personality and Individual Differences. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_696.

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Wiemann, Andrea N., and Constance J. Jones. "Ipsative Stability." In Encyclopedia of Personality and Individual Differences. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-28099-8_696-1.

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6

Hughes, Gwyneth. "A Fresh Look at Assessment." In Ipsative Assessment. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137267221_1.

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Hughes, Gwyneth. "Institutional Case Study of Innovation in Assessment." In Ipsative Assessment. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137267221_10.

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8

Hughes, Gwyneth. "Ipsative Assessment As a Feasible Utopia." In Ipsative Assessment. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137267221_11.

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Hughes, Gwyneth. "The Purposes of Assessment: Competition and Social Selection." In Ipsative Assessment. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137267221_2.

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10

Hughes, Gwyneth. "Assessment for Learning: In the Shadows?" In Ipsative Assessment. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137267221_3.

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Conference papers on the topic "Ipsative"

1

O'Leary, Jared. "Introduction to Ipsative Assessment." In SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. ACM, 2019. http://dx.doi.org/10.1145/3287324.3293776.

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Crosby, Ryan, Marie Devlin, and Lindsay Marshall. "Computing Ipsative Assessment. Improving the Student Experience in Higher Education Using Personalised Assessment and Feedback." In ITiCSE '19: Innovation and Technology in Computer Science Education. ACM, 2019. http://dx.doi.org/10.1145/3304221.3325565.

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De Campos, Dirson Santos, and Deller James Ferreira. "Feedback no Ensino de Lógica de Programação com o Auxílio de Ferramentas para Apoiar o Ensino e a Aprendizagem: Uma Abordagem Empírica." In Congresso sobre Tecnologias na Educação. Sociedade Brasileira de Computação - SBC, 2020. http://dx.doi.org/10.5753/ctrle.2020.11412.

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Feedbacks é uma das maneiras de informar aos estudantes sobre seu desempenho acadêmico. Ele pode melhorar e reforçar o aprendizado dos estudantes, uma vez que detectar o erro é o primeiro passo para corrigi-lo. Dessa forma, é um componente essencial no ciclo de aprendizado, proporcionando reflexão e desenvolvimento cognitivo por parte do estudante. O ensino de computação, particularmente em algoritmos e programação, requer o uso de ferramentas para poder corrigir uma grande quantidade de código fonte produzido pelos alunos, o que torna impossível a produção em massa de feedback manualmente. Ne

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