Ordinal test fidelity estimated by an item sampling model

Norman Cliff; John R. Donoghue

doi:10.1007/bf02294506

Ordinal test fidelity estimated by an item sampling model

Psychometrika ◽

10.1007/bf02294506 ◽

1992 ◽

Vol 57 (2) ◽

pp. 217-236 ◽

Cited By ~ 9

Author(s):

Norman Cliff ◽

John R. Donoghue

Keyword(s):

Ordinal Test ◽

Item Sampling

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Secondary School Students’ Perception of the Acquisition of Social Science Skill

Social Sciences ◽

10.3390/socsci10040126 ◽

2021 ◽

Vol 10 (4) ◽

pp. 126

Author(s):

José María Álvarez Martínez-Iglesias ◽

Pedro Miralles Martínez ◽

Jesús Molina Saorín ◽

Francisco Javier Trigueros Cano

Keyword(s):

Secondary School ◽

Social Science ◽

Demographic Variables ◽

Quantitative Methodology ◽

Analysis Software ◽

School Students ◽

Chi Square ◽

Chi Square Test ◽

Linearity Test ◽

Ordinal Test

The aim of this study is to find out the relevance of the competences worked on in the area of social science, specifically in the subjects of geography and history, through the perceptions of pupils in the 4th year of compulsory secondary education (ESO). In order to carry out the survey, a purposive sampling was carried out in which more than 1400 4th year ESO students (in Spain) participated. In addition, using a Likert-type scale of our own creation called Evaluation of the Perception of Social Science Competences (EPECOCISO) and following a design of quantitative methodology, an exploratory factor analysis was carried out with the analysis software SPSS through the descriptive process, which allowed us to select the three factors that make up the study. Subsequently, correlations were established between factors through Pearson’s test, and between the different variables that make up each one of them with the socio-demographic variables (distinguishing between ordinal and nominal variables) through the chi-square test of independence and Cramer’s V test (nominal), as well as the linearity test, Goodman’s gamma test, and the Kruskal (ordinal) test. Finally, one of the most important conclusions of this study is that the difficulties encountered by students in the acquisition of competences is conditioned by the development of the assessment processes that are carried out.

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