Criterion-Referenced Reliability Indices Associated with the van Hiele Geometry Test

1990 ◽  
Vol 21 (3) ◽  
pp. 238 ◽  
Author(s):  
Mary L. Crowley
Keyword(s):  
Reliability Indices ◽  
Van Hiele ◽  
Criterion Referenced ◽  
Geometry Test

Criterion-Referenced Reliability Indices Associated with the van Hiele Geometry Test

1990 ◽  
Vol 21 (3) ◽  
pp. 238-241
Author(s):  
Mary L. Crowley
Keyword(s):  
Teaching And Learning ◽  
Complete Model ◽  
Reliability Indices ◽  
Van Hiele ◽  
Geometric Concepts ◽  
Criterion Referenced ◽  
Pass Through ◽  
Insight Into ◽  
Geometry Test ◽  
Part Model

Recently the work of Pierre M. van Hiele and Dina van Hiele-Geldofhas gained prominence in the study of the teaching and learning of geometry. Their three-part model (a) describes five sequential and discrete levels learners pass through as geometric thought develops, (b) discusses the nature of insight into geometric concepts, and (c) presents a guide to the development of geometric lessons. A detailed description of the complete model can be found in Crowley (1987).

scholarly journals Incorporating Criterion Ratings Into Model-Based Rater Monitoring Procedures Using Latent-Class Signal Detection Theory

2017 ◽  
Vol 41 (6) ◽  
pp. 472-491 ◽  
Author(s):  
Brian F. Patterson ◽  
Stefanie A. Wind ◽  
George Engelhard
Keyword(s):  
Signal Detection ◽  
Signal Detection Theory ◽  
Large Scale ◽  
Latent Class ◽  
Detection Theory ◽  
Rater Training ◽  
Modeling Framework ◽  
Reliability Indices ◽  
Criterion Referenced ◽  
The Individual

This study presents a new criterion-referenced approach for exploring rating quality within the framework of latent-class signal detection theory (LC-SDT) that goes beyond commonly used reliability indices, and provides substantively meaningful indicators of rater accuracy that can be used to inform rater training and monitoring at the individual rater level. Specifically, this study illustrates a flexible application of restricted LC-SDT modeling, in which restrictions can be specified for the true latent classification to reflect the unique characteristics of a particular assessment context. While the LC-SDT modeling framework provides immediately useful characterizations of raters’ behavior, the restricted LC-SDT offers complementary evidence to further support the monitoring of rater behavior by bringing criterion ratings to bear. This study uses ratings from a large-scale writing assessment, and findings suggest that the criterion (i.e., restricted) LC-SDT provides useful information about rating quality for operational raters relative to criterion ratings, which may ultimately inform rater training and monitoring procedures.

Evaluating a Test of van Hiele Levels: A Response to Crowley and Wilson

1990 ◽  
Vol 21 (3) ◽  
pp. 242-245
Author(s):  
Zalman Usiskin ◽  
Sharon Senk
Keyword(s):  
Mathematics Education ◽  
Psychometric Properties ◽  
Van Hiele ◽  
Van Hiele Levels ◽  
Geometry Test

Test instruments are an important element of almost every study in mathematics education, and the test that is used obviously affects the results of the study. Yet often a test is assumed both valid and reliable, and neither its content nor its psychometric properties are given scrutiny. The analyses Crowley and Wilson have done with the Van Hiele Geometry Test are welcome.

The Reliability of Classification Decisions Made with the Objectives-Based Motor Skill Assessment Instrument

1984 ◽  
Vol 1 (1) ◽  
pp. 52-60 ◽  
Author(s):  
Dale A. Ulrich
Keyword(s):  
Motor Skill ◽  
Mentally Retarded ◽  
Assessment Instrument ◽  
Skill Assessment ◽  
Mastery Criterion ◽  
Reliability Indices ◽  
Reliability Estimates ◽  
Criterion Referenced Test ◽  
Criterion Referenced ◽  
Age Range

This study was designed to investigate the reliability of classification decisions in the fundamental motor skill domain using the Objectives-Based Motor Skill Assessment Instrument. Nonhandicapped (n = 80) and mentally retarded (n = 40) students in the age range of 3 through 10 were assessed on two separate days. Two likely domain mastery criterion levels were used (85 and 70% of the total test score). The proportion of agreement (P) and Kappa (K) were the reliability indices employed. The reliability estimates for the nonhandicapped group were P = .89 and K = .78 using the 85% mastery criterion and P = .92 and K = .84 for the 70% criterion. The reliability estimates obtained for the mentally retarded group using an 85% criterion were P = .87 and K = .62 and for the 70% criterion P = .93 and K = .83. Based on these results the criterion-referenced test appears to consistently classify students on two occasions as masters or non-masters of fundamental motor skills using either cut-off score.

Examining Psychometric Properties and Level Classification of the van Hiele Geometry Test Using CTT and CDM Frameworks

2019 ◽  
Vol 56 (4) ◽  
pp. 733-756 ◽  
Author(s):  
Yi‐Hsin Chen ◽  
Sharon L. Senk ◽  
Denisse R. Thompson ◽  
Kevin Voogt
Keyword(s):  
Psychometric Properties ◽  
Van Hiele ◽  
Geometry Test

The Vanx Hiele Model of Geometric Understanding and Mathematically Talented Students

1997 ◽  
Vol 21 (1) ◽  
pp. 38-53 ◽  
Author(s):  
Marguerite M. Mason
Keyword(s):  
Secondary School ◽  
Algebra I ◽  
Reasoning Ability ◽  
Successful Completion ◽  
Van Hiele ◽  
Individual Interviews ◽  
School Geometry ◽  
Talented Students ◽  
Mathematically Talented ◽  
Geometry Test

Mathematically talented students typically begin the traditional precalculus sequence by completing Algebra I in seventh grade or earlier. Consequently, they enroll in geometry early based on their successful completion of Algebra I. Little or no attention is paid to their readiness for geometry as indicated by such measures as their van Hiele level of geometric understanding. Logical reasoning ability is a characteristic often used to identify mathematically talented students, but how it applies to reasoning about geometry is unknown. This study investigated the geometric understanding and reasoning about geometry of mathematically talented students in the sixth through eighth grades prior to a formal course in geometry. This paper describes and analyzes the responses from 120 students who completed the van Hiele Geometry Test, developed by the Cognitive Development and Achievement in Secondary School Geometry Project (Usiskin, 1982), and 64 students who participated in 30–45 minute individual interviews, using an abbreviated version of Mayberry's van Hiele protocols.

Assessing Stressors Related to Migration in Patients With Psychiatric Disorders

2012 ◽  
Vol 28 (4) ◽  
pp. 262-269 ◽  
Author(s):  
Matthias Johannes Müller ◽  
Suzan Kamcili-Kubach ◽  
Songül Strassheim ◽  
Eckhardt Koch
Keyword(s):  
Interrater Reliability ◽  
Item Analysis ◽  
Global Assessment Of Functioning ◽  
Family Conflicts ◽  
Response Options ◽  
Reliability Indices ◽  
Dsm Iv ◽  
Functional Relevance ◽  
Sum Scores ◽  
Gaf Scores

A 10-item instrument for the assessment of probable migration-related stressors was developed based on previous work (MIGSTR10) and interrater reliability was tested in a chart review study. The MIGSTR10 and nine nonspecific stressors of the DSM-IV Axis IV (DSMSTR9) were put into a questionnaire format with categorical and dimensional response options. Charts of 100 inpatients (50 Turkish migrants [MIG], 50 native German patients [CON]) with affective or anxiety disorder were reviewed by three independent raters and MIGSTR10, DSMSTR9, and Global Assessment of Functioning scale (GAF) scores were obtained. Interrater reliability indices (ICC) of items and sum scores were calculated. The prevalence of single migration-related stressors in MIG ranged from 15% to 100% (CON 0–92%). All items of the MIGSTR10 (ICC 0.58–0.92) and the DSMSTR9 (ICC 0.56–0.96) reached high to very high interrater agreement (p < .0005). The item analysis of the MIGSTR10 revealed sufficient internal consistency (Cronbach’s α = 0.68/0.69) and only one item (“family conflicts”) without substantial correlation with the remaining scale. Correlation analyses showed a significant overlap of dimensional MIGSTR10 scores (r² = 0.25; p < .01) and DSMSTR9 scores (r² = 9%; p < .05) with GAF scores in MIG indicating functional relevance. MIGSTR10 is considered a feasible, economic, and reliable instrument for the assessment of stressors potentially related to migration.

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