The Relationship Between Item Parameters and Item Fit     

Hamzeh Dodeen 《Journal of Educational Measurement》2004,41(3):261-270

The effect of item parameters (discrimination, difficulty, and level of guessing) on the item-fit statistic was investigated using simulated dichotomous data. Nine tests were simulated using 1,000 persons, 50 items, three levels of item discrimination, three levels of item difficulty, and three levels of guessing. The item fit was estimated using two fit statistics: the likelihood ratio statistic (X²_B), and the standardized residuals (SRs). All the item parameters were simulated to be normally distributed. Results showed that the levels of item discrimination and guessing affected the item-fit values. As the level of item discrimination or guessing increased, item-fit values increased and more items misfit the model. The level of item difficulty did not affect the item-fit statistic.  相似文献   

Validity,Reliability, and Potential Bias of Short Forms of Students' Evaluation of Teaching: The Case of UAE University     

Hamzeh Dodeen 《Educational Assessment》2013,18(4):235-250

Students' opinions continue to be a significant factor in the evaluation of teaching in higher education institutions. The purpose of this study was to psychometrically assess short students evaluation of teaching (SET) forms using the UAE University form as a model. The study evaluated the form validity, reliability, the overall question, and potential bias with respect to gender, college, grade point average, expected grade, and class size. A total of 3,661 students participated in this study in different random samples. Results indicated that the short SET form lacked content validity and could not identify key dimensions of evaluating teaching effectiveness. The form showed stability over time and acceptable internal reliability. Results indicated also that there was a potential bias due to college, expected grade, and class size, but there was no relationship between grade point average and students' ratings. It was concluded that short SET forms do not cover all domain content and unable to provide teachers with enough information for the improvement of teaching.  相似文献   

Assessing test‐taking strategies of university students: developing a scale and estimating its psychometric indices     

Hamzeh Dodeen 《Assessment & Evaluation in Higher Education》2008,33(4):409-419

Test‐taking strategies are important cognitive skills that strongly affect students’ performance in tests. Using appropriate test‐taking strategies improves students’ achievement and grades, improves students’ attitudes toward tests and reduces test anxiety. This results in improving test accuracy and validity. This study aimed at developing a scale to assess students’ test‐taking strategies at university level. The scale developed was passed through several validation procedures that included content, construct and criterion‐related validity. Similarly, scale reliability (internal reliability and stability over time) was assessed through several procedures. Four samples of students (50, 828, 553 and 235) participated by responding to different versions of the scale. The scale developed consists of 31 items distributed into four sub‐scales: Before‐test, Time management, During‐test and After‐test. To the researcher’s knowledge, this is the first comprehensive scale developed to assess test‐taking strategies used by university students.  相似文献