共查询到20条相似文献，搜索用时 31 毫秒
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The purpose of this study is to apply the attribute hierarchy method (AHM) to a subset of SAT critical reading items and illustrate how the method can be used to promote cognitive diagnostic inferences. The AHM is a psychometric procedure for classifying examinees’ test item responses into a set of attribute mastery patterns associated with different components from a cognitive model. The study was conducted in two steps. In step 1, three cognitive models were developed by reviewing selected literature in reading comprehension as well as research related to SAT Critical Reading. Then, the cognitive models were validated by having a sample of students think aloud as they solved each item. In step 2, psychometric analyses were conducted on the SAT critical reading cognitive models by evaluating the model‐data fit between the expected and observed response patterns produced from two random samples of 2,000 examinees who wrote the items. The model that provided best data‐model fit was then used to calculate attribute probabilities for 15 examinees to illustrate our diagnostic testing procedure. 相似文献
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Kyong Hee Chon Won-Chan Lee Stephen B. Dunbar 《Journal of Educational Measurement》2010,47(3):318-338
In this study we examined procedures for assessing model-data fit of item response theory (IRT) models for mixed format data. The model fit indices used in this study include PARSCALE's G2 , Orlando and Thissen's S − X2 and S − G2 , and Stone's χ2* and G2* . To investigate the relative performance of the fit statistics at the item level, we conducted two simulation studies: Type I error and power studies. We evaluated the performance of the item fit indices for various conditions of test length, sample size, and IRT models. Among the competing measures, the summed score-based indices S − X2 and S − G2 were found to be the sensible and efficient choice for assessing model fit for mixed format data. These indices performed well, particularly with short tests. The pseudo-observed score indices, χ2* and G2* , showed inflated Type I error rates in some simulation conditions. Consistent with the findings of current literature, the PARSCALE's G2 index was rarely useful, although it provided reasonable results for long tests. 相似文献
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Tai Mei Kin Omar Abdull Kareem Mohamad Sahari Nordin Khuan Wai Bing 《School Leadership & Management》2015,35(3):266-299
The objectives of the study were to validate a substantiated Teacher Change Beliefs Model (TCBM) and an instrument to identify critical components of teacher change beliefs (TCB) in Malaysian secondary schools. Five different pilot test approaches were applied to ensure the validity and reliability of the instrument. A total of 936 teachers from 47 high-performing secondary schools completed the survey. Structural equation modelling was applied to test the models. Exploratory factor analysis was employed to identify the underlying factors, whereas confirmatory factor analysis was applied to test the measurement models. The analysis yielded a three-factor TCBM: (1) discrepancy, (2) efficacy and (3) principal support. The results demonstrated a good fit of the model: normed χ2 = 3.156, Tucker-Lewis Fix Index = .987, Comparative Fix Index = .991 and Root Mean Square Error of Approximation = .048. The results also provided evidence for convergent validity, discriminant validity and construct reliability. The TCBM is an empirically tested model derived in a local Malaysian cultural education setting. It provides direction for practitioners in planning and designing training programmes of change management for school principals in the enhancement of TCB among teachers in schools. Besides, Teacher Change Beliefs Scale is a promising and welcome tool for both practitioners and researchers. With only nine items, it is easy to administer and not time-consuming. 相似文献
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The asymptotically distribution free (ADF) method is often used to estimate parameters or test models without a normal distribution assumption on variables, both in covariance structure analysis and in correlation structure analysis. However, little has been done to study the differences in behaviors of the ADF method in covariance versus correlation structure analysis. The behaviors of 3 test statistics frequently used to evaluate structural equation models with nonnormally distributed variables, χ2 test TAGLS and its small-sample variants TYB and TF(AGLS) were compared. Results showed that the ADF method in correlation structure analysis with test statistic TAGLS performs much better at small sample sizes than the corresponding test for covariance structures. In contrast, test statistics TYB and TF(AGLS) under the same conditions generally perform better with covariance structures than with correlation structures. It is proposed that excessively large and variable condition numbers of weight matrices are a cause of poor behavior of ADF test statistics in small samples, and results showed that these condition numbers are systematically increased with substantial increase in variance as sample size decreases. Implications for research and practice are discussed. 相似文献
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Pei-Hsuan Hsieh Jeremy R. Sullivan Daniel A. Sass Norma S. Guerra 《Journal of Experimental Education》2013,81(2):196-218
Research has identified factors associated with academic success by evaluating relations among psychological and academic variables, although few studies have examined theoretical models to understand the complex links. This study used structural equation modeling to investigate whether the relation between test anxiety and final course grades was mediated by personal control, self-efficacy, goal orientation, coping strategies, and self-regulation. Participants were 297 undergraduate students taking an algebra course designed for engineering students. Results indicated that the proposed theoretical model was supported by the data, although a modified model produced a better fit. Other competing models were also tested. Collectively, analyses revealed that the psychological variables played important roles in predicting students’ grades, as all the structural coefficients and R 2 statistics were statistically and practically significant. Findings suggest value in the development and testing of additional models that contribute to the expansion of intervention programs to enhance academic outcomes among students. 相似文献
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Edward E. Rigdon 《Structural equation modeling》2013,20(3):219-232
Empirical researchers maximize their contribution to theory development when they compare alternative theory‐inspired models under the same conditions. Yet model comparison tools in structural equation modeling—χ2 difference tests, information criterion measures, and screening heuristics—have significant limitations. This article explores the use of the Friedman method of ranks as an inferential procedure for evaluating competing models. This approach has attractive properties, including limited reliance on sample size, limited distributional assumptions, an explicit multiple comparison procedure, and applicability to the comparison of nonnested models. However, this use of the Friedman method raises important issues regarding the lack of independence of observations and the power of the test. 相似文献
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Orlando and Thissen's S‐X 2 item fit index has performed better than traditional item fit statistics such as Yen's Q1 and McKinley and Mill's G2 for dichotomous item response theory (IRT) models. This study extends the utility of S‐X 2 to polytomous IRT models, including the generalized partial credit model, partial credit model, and rating scale model. The performance of the generalized S‐X 2 in assessing item model fit was studied in terms of empirical Type I error rates and power and compared to G2. The results suggest that the generalized S‐X 2 is promising for polytomous items in educational and psychological testing programs. 相似文献
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Peter McIlveen Wendy Patton 《International Journal for Educational and Vocational Guidance》2010,10(3):147-160
The career assessment and counselling procedure My Career Chapter is presented as a tool for reflexive self-awareness within career counsellors. To demonstrate application of the procedure
as a method of self-supervision, this paper presents a study in which the participant studies himself. Results indicate a
reflexive consciousness for the career counsellor that extends his self-awareness as a professional into his personal, non-professional
life. Implications are presented with a focus upon the scope of self-report in qualitative research and collegial supervision. 相似文献
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We introduce and evaluate a new class of approximations to common test statistics in structural equation modeling. Such test statistics asymptotically follow the distribution of a weighted sum of i.i.d. chi-square variates, where the weights are eigenvalues of a certain matrix. The proposed eigenvalue block averaging (EBA) method involves creating blocks of these eigenvalues and replacing them within each block with the block average. The Satorra–Bentler scaling procedure is a special case of this framework, using one single block. The proposed procedure applies also to difference testing among nested models. We investigate the EBA procedure both theoretically in the asymptotic case, and with simulation studies for the finite-sample case, under both maximum likelihood and diagonally weighted least squares estimation. Comparison is made with 3 established approximations: Satorra–Bentler, the scaled and shifted, and the scaled F tests. 相似文献
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Pauline Davis 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):169-184
Background Before the 1990s, an individual or medical model dominated educational research methodology with respect to younger children: the subjects of the research were usually considered untrustworthy sources of information. A subsequent shift towards an ecological model has focused on the child's perspective: however, Lewis and Lindsay have described the development of methods for conducting research with children as slow. Purpose This paper examines how storytelling can be used as a method of collecting authentic and revealing research data from children. The method is suggested as a valuable way in which to gain insights into children's discourse, and is used in this paper in relation to children's discourse about reading. Sample, design and methods The storytelling method was initially trialled in one school with 36 children aged between 5 and 11 years. The storytelling interview was then used in case studies over a period of a year in three schools, with a total of 88 7- and 8-year-old children. During the interviews, children were asked to tell a story entitled ‘The child who didn't like reading’. Systematic content analysis was undertaken to identify emergent cultural norms and models in the stories. Information on the children's reading practices, and their observations on reading, was also collected for the purposes of triangulation. Results The children's storytelling gave access to their cultural models of reading. It was found that the stories demonstrated sufficient triangulation with the other data about the children's reading practices to support a sociocultural production of the children's discourse. Conclusions Storytelling can provide a useful and credible method of collecting research data from children. It may be especially useful with poor readers as there are no literacy demands, and in this respect, affords socially inclusive research. 相似文献
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Even though there is no common conceptual basis guiding teacher education in Canada, over the past two decades teacher educators both in Canada and around the world have called for teacher candidates to become agents of change. While researchers across Canada strive to demonstrate how to prepare pre- and in-service teachers to be agents of change, few scholars have examined in detail what teacher agency might mean in the Canadian context. This paper reviews the conceptualisation of agency from five theoretical perspectives (psychology, sociology, critical theory, historical studies, and post-structuralism) and examines how empirical studies in the Canadian contexts align with these perspectives. This paper makes explicit the connections between the how and the what of agency, and as such informs current approaches to preparing pre- and in-service teachers and their potential role as agents of change, and maps out how the notion of agency is taken up in a particular jurisdiction. 相似文献
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Wolff-Michael Roth Yew Jin Lee SungWon Hwang 《Cultural Studies of Science Education》2008,3(2):231-261
Over the past three decades, science educators have accumulated a vast amount of information on conceptions––variously defined
as beliefs, ontologies, cognitive structures, mental models, or frameworks––that generally (at least initially) have been
derived from interviews about certain topics. During the same time period, cultural studies has emerged as a field in which
everyday social practices are interrogated with the objective to understand culture in all its complexity. Science educators
have however yet to ask themselves what it would mean to consider the possession of conceptions as well as conceptual change
from the perspective of cultural studies. The purpose of this article is thus to articulate in and through the analysis of
an interview about natural phenomenon the first principles of such a cultural approach to scientific conceptions. Our bottom-up
approach in fact leads us to develop the kind of analyses and theories that have become widespread in cultural studies. This
promises to generate less presupposing and more parsimonious explanations of this core issue within science education than
if conceptions are supposed to be structures inhabiting the human mind.
Wolff-Michael Roth is the Lansdowne Professor of Applied Cognitive Science at the University of Victoria, Canada. His research focuses on cultural-historical, linguistic, and embodied aspects of scientific and mathematical cognition and communication from elementary school to professional practice, including, among others, studies of scientists, technicians, and environmentalists at their work sites. The work is published in leading journals of linguistics, social studies of science, sociology, and fields and subfields of education (curriculum, mathematics education, science education). His recent books include Toward an Anthropology of Science (Kluwer, 2003), Rethinking Scientific Literacy (Routledge, 2004, with A. C. Barton), Talking Science (Rowman and Littlefield, 2005), and Doing Qualitative Research: Praxis of Method (SensePublishers, 2005). Yew Jin Lee is an assistant professor of science education at the National Institute of Education, Singapore. He has completed his PhD with Roth and begun to establish an extensive publication record, including Participation, Learning, and Identity: Dialectical Perspectives (Roth et al. 2005). His work concerned knowing and learning in complex systems, that is, at individual and collective (institution, society) levels. SungWon Hwang is postdoctoral fellow at the University of Victoria, Victoria, BC, Canada. She conducts interdisciplinary research projects that articulate dialectic frameworks of learning and identity in the context of science and mathematics. She studied science education in Korea and migrated to adopting a range of philosophical, psychological, and sociological theories for the conceptualization of scientific practice from phenomenological and cultural perspectives. 相似文献
| Wolff-Michael RothEmail: |
Wolff-Michael Roth is the Lansdowne Professor of Applied Cognitive Science at the University of Victoria, Canada. His research focuses on cultural-historical, linguistic, and embodied aspects of scientific and mathematical cognition and communication from elementary school to professional practice, including, among others, studies of scientists, technicians, and environmentalists at their work sites. The work is published in leading journals of linguistics, social studies of science, sociology, and fields and subfields of education (curriculum, mathematics education, science education). His recent books include Toward an Anthropology of Science (Kluwer, 2003), Rethinking Scientific Literacy (Routledge, 2004, with A. C. Barton), Talking Science (Rowman and Littlefield, 2005), and Doing Qualitative Research: Praxis of Method (SensePublishers, 2005). Yew Jin Lee is an assistant professor of science education at the National Institute of Education, Singapore. He has completed his PhD with Roth and begun to establish an extensive publication record, including Participation, Learning, and Identity: Dialectical Perspectives (Roth et al. 2005). His work concerned knowing and learning in complex systems, that is, at individual and collective (institution, society) levels. SungWon Hwang is postdoctoral fellow at the University of Victoria, Victoria, BC, Canada. She conducts interdisciplinary research projects that articulate dialectic frameworks of learning and identity in the context of science and mathematics. She studied science education in Korea and migrated to adopting a range of philosophical, psychological, and sociological theories for the conceptualization of scientific practice from phenomenological and cultural perspectives. 相似文献
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This paper proposes two new item selection methods for cognitive diagnostic computerized adaptive testing: the restrictive progressive method and the restrictive threshold method. They are built upon the posterior weighted Kullback‐Leibler (KL) information index but include additional stochastic components either in the item selection index or in the item selection procedure. Simulation studies show that both methods are successful at simultaneously suppressing overexposed items and increasing the usage of underexposed items. Compared to item selection based upon (1) pure KL information and (2) the Sympson‐Hetter method, the two new methods strike a better balance between item exposure control and measurement accuracy. The two new methods are also compared with Barrada et al.'s (2008) progressive method and proportional method. 相似文献
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The seed method is used for solving multiple linear systems A^(i) x^(i) = b^(i) for l≤ i≤ s , where the coefficient matrix A^(i) and the right-hand side b^(i) are different in general. It is known that the CG method is an effective method for symmetric coefficient matrices A^(i) . In this paper, the FOM method is employed to solve multiple linear systems when coefficient matrices are non-symmetric matrices. One of the systems is selected as the seed system which generates a Krylov subspace, then the residuals of other systems are projected onto the generated Krylov subspace to get the approximate solutions for the unsolved ones. The whole process is repeated until all the systems are solved. 相似文献
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Background
Previous studies used curriculum-based measurement (CBM) maze scores as an indicator of the reading comprehension level of secondary school students with and without special educational needs in multiple grades, pinpointing a high influence of both student- and context-related variables. However, studies on cumulative influence are necessary for better understanding of data-based decision-making.Methods
We examined a sample of 1066 secondary school students using four linear mixed-effect models: How much variance in maze scores exists between multiple student characteristics (i.e., gender, immigration background, learning disability and developmental language disorder) and context variables (i.e., classroom, grade and school type) across Grades 5–8?Results
The intra-class correlation (ICC) results show that the influence by the context-related variable classroom (ICC = .094) is almost as large as by the variable grade level (ICC = .126). School type (i.e., inclusive school vs. special school) has the least influence (ICC = .02). In addition, the effects of student-related variables explain only a small proportion of the variance (marginal R2 = .114).Conclusions
Maze scores can be used as a screening instrument for students with multiple characteristics across grades; they also show that it makes no difference which type of school students attend. As teachers and further classroom-related variables have almost as much influence as grade level, we discuss that teachers can minimise classroom effects by using maze scores as a formative approach. 相似文献18.
Jiang JQ Zhang L Li GL Zhang HT Yang XF Liu JW Li RF Wang ZL Wang JH 《Journal of Zhejiang University. Science. B》2011,12(6):460-467
A rapid sample treatment procedure for the gas chromatography-tandem mass spectrometry (GC-MS) determination of 19-nortestosterone
(19-NT) in animal tissues has been developed. In our optimized procedures, enzymatic hydrolysis with β-glucuronidase from
Escherichia coli was performed in an acetate buffer (pH 5.2, 0.2 mol/L). Next, the homogenate was mixed with methanol and heated at 60 °C
for 15 min, then placed in an ice-bath at −18 °C for 2 h. After liquid-liquid extraction with n-hexane, the analytes were subjected to a normal-phase solid phase extraction (SPE) C18 cartridge for clean-up. The dried organic extracts were derivatized with heptafluorobutyric anhydride (HFBA), and then the
products were injected into GC-MS. Using electron impact mass spectrometry (EI-MS) with positive chemical ionization (PCI),
four diagnostic ions (m/z 666, 453, 318, and 306) were determined. A standard calibration curve over the concentration range of 1–20 ng/g was reached,
with Y=467 084X-68 354 (R
2=0.999 7) for 19-NT, and the detection limit was 0.3 ng. When applied to spiked samples collected from bovine and ovine, the
recoveries ranged from 63% to 101% with relative standard deviation (RSD) between 2.7% and 8.9%. The procedure is a highly
efficient, sensitive, and more economical method which offers considerable potential to resolve cases of suspected nandrolone
doping in husbandry animals. 相似文献
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We describe and evaluate a random permutation test of measurement invariance with ordered-categorical data. To calculate a p-value for the observed (?)χ2, an empirical reference distribution is built by repeatedly shuffling the grouping variable, then saving the χ2 from a configural model, or the ?χ2 between configural and scalar-invariance models, fitted to each permuted dataset. The current gold standard in this context is a robust mean- and variance-adjusted ?χ2 test proposed by Satorra (2000), which yields inflated Type I errors, particularly when thresholds are asymmetric, unless samples sizes are quite large (Bandalos, 2014; Sass et al., 2014). In a Monte Carlo simulation, we compare permutation to three implementations of Satorra’s robust χ2 across a variety of conditions evaluating configural and scalar invariance. Results suggest permutation can better control Type I error rates while providing comparable power under conditions that the standard robust test yields inflated errors. 相似文献
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Constance A. Lightner 《Interactive Learning Environments》2016,24(1):224-238
As universities seek to bolster enrollment through distance education, faculty are tasked with maintaining comparable teaching/learning standards in traditional, blended, and online courses. Research has shown that there is an achievement gap between students taking courses exclusively offered online versus those enrolled in face-to-face classes. In an effort to mitigate these observed differences, the School of Business faculty at the research institution investigated various course models to meet the needs of a diverse, non-traditional, and multifaceted student population. Ultimately, a blended course model for statistics and quantitative method courses was developed that allowed students to choose between online, remote (via interactive television), and traditional course delivery modes each week. This model is more flexible and agile than existing blended courses that have more static components. Multiple regression analysis, χ2, and t-tests are used to demonstrate the efficacy of our model in maintaining student performance standards. 相似文献