scholarly journals Modeling and Measuring Pre-Service Teachers’ Assessment Literacy Regarding Experimentation Competences in Biology

2020 ◽  
Vol 10 (5) ◽  
pp. 140 ◽  
Author(s):  
Cora Joachim ◽  
Marcus Hammann ◽  
Claus H. Carstensen ◽  
Susanne Bögeholz
Keyword(s):  
Item Response ◽  
Science Teacher Education ◽  
Measurement Instrument ◽  
Assessment Literacy ◽  
Student Conceptions ◽  
One Dimensional ◽  
Research Perspectives ◽  
Answer Format ◽  
Design Experiments ◽  
Analyze Data

Assessment literacy is a crucial aspect of teachers’ professional knowledge and relevant to fostering students’ learning. Concerning experimentation, teachers have to be able to assess student achievement when students form hypotheses, design experiments, and analyze data. Therefore, teachers need to be familiar with criteria for experimentation as well as student conceptions of experimentation. The present study modeled and measured 495 German pre-service teachers’ knowledge of what to assess regarding experimentation competences in biology. We applied an open-answer format for the measurement instrument. For modeling we used item response theory (IRT). We argue that knowledge of what to assess regarding experimentation competences is a one-dimensional construct and we provide evidence for the validity of the measurement. Furthermore, we describe qualitative findings of pre-service teachers’ knowledge of what to assess, in particular difficulties concerning the assessment of student conceptions as well as the use of scientific terms in the assessments. We discuss the findings in terms of implications for science teacher education and further research perspectives.

Item response theory-based validation of an integrated management system measurement instrument

2021 ◽  
pp. 129546
Author(s):  
Anrafel de Souza Barbosa ◽  
Luiz Bueno da Silva ◽  
Sandra Naomi Morioka ◽  
Jonhatan Magno Norte da Silva ◽  
Vinícius Fernandes de Souza
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Management System ◽  
Integrated Management ◽  
Measurement Instrument ◽  
Response Theory ◽  
Integrated Management System

New Emerging One Dimensional Nanostructure Materials for Gas Sensing Application: A Mini Review

2019 ◽  
Vol 15 (2) ◽  
pp. 131-135 ◽  
Author(s):  
Vinod Kumar Gupta ◽  
Njud S. Alharbie ◽  
Shilpi Agarwal ◽  
Vladimir A. Grachev
Keyword(s):  
High Performance ◽  
Functional Materials ◽  
Building Blocks ◽  
Sensor Technology ◽  
Future Research ◽  
Structure Property ◽  
One Dimensional ◽  
Nanostructure Materials ◽  
Research Perspectives ◽  
1D Nanostructure

Background: Nanomaterials have numerous potential applications in many areas such as electronics, optoelectronics, catalysis and composite materials. Particularly, one dimensional (1D) nanomaterials such as nanobelts, nanorods, and nanotubes can be used as either functional materials or building blocks for hierarchical nanostructures. 1D nanostructure plays a very important role in sensor technology. Objective: In the current review, our efforts are directed toward recent review on the use of 1D nanostructure materials which are used in the literature for developing high-performance gas sensors with fast response, quick recovery time and low detection limit. This mini review also focuses on the methods of synthesis of 1D nanostructural sensor array, sensing mechanisms and its application in sensing of different types of toxic gases which are fatal for human mankind. Particular emphasis is given to the relation between the nanostructure and sensor properties in an attempt to address structure-property correlations. Finally, some future research perspectives and new challenges that the field of 1D nanostructure sensors will have to address are also discussed.

A Usability Score for Mobile Phone Applications Based on Heuristics

2016 ◽  
Vol 8 (1) ◽  
pp. 23-58 ◽  
Author(s):  
Christiane Gresse von Wangenheim ◽  
Talita A. Witt ◽  
Adriano Ferreti Borgatto ◽  
Juliane Vargas Nunes ◽  
Thaisa Cardoso Lacerda ◽  
...  
Keyword(s):  
Mobile Phone ◽  
Item Response ◽  
Measurement Instrument ◽  
Cost Effective ◽  
Measurement Scale ◽  
Mobile Access ◽  
Mobile Phone Applications ◽  
Standardized Measurement ◽  
New Challenges ◽  
Consumer Device

Mobile phones are becoming the most widespread personal consumer device. Yet, offering mobile access anywhere, anytime for anybody poses new challenges to usability. So far there is little research on how to customize usability heuristics to the specific characteristics of mobile phone applications. Therefore, this article presents a set of tailored usability heuristics based on a systematic literature review. In order to facilitate the usage of these heuristics, the authors design and validate a measurement instrument (checklist) and scale. The checklist has been validated through an empirical study in which the results of 247 heuristic evaluations have been statistically analyzed using Item Response Theory. Based on the results, the measurement items have been calibrated and a standardized measurement scale has been constructed. The results can be used to measure usability of mobile phone applications from early on in the design process, and, thus, facilitate evaluations in a cost-effective way.

scholarly journals The cognitive understandings of student teachers about hydroelectric plants

2012 ◽  
Vol 2 (4) ◽  
pp. 29-40 ◽  
Author(s):  
Yılmaz Geçit ◽  
Selami Yangın
Keyword(s):  
Student Teachers ◽  
Teacher Candidates ◽  
Classroom Teacher ◽  
Science Teacher Education ◽  
Measurement Instrument ◽  
Variance Analysis ◽  
Measurement Tool ◽  
Scanning Method ◽  
Significant Difference ◽  
Hydroelectric Plants

The purpose in this study is to determine cognitive understandings of student teachers about the use of energy produced by these plants and hydro-electric plants, which have recently engaged in the agenda of the media in Turkey. The descriptive (scanning) method which based on quantitative research paradigm intented for the case study in study is used. The five Likert-type instrument consist of fifteen statements (5 right, 10 scientifically incorrect) have been developed. For the measurement instrument reliability coefficient (Cronbach α) was found to be .82. Measurement tool, Recep Tayyip Erdogan University, Faculty of Education, Classroom Teacher, Social Studies and Science Teacher Education programs, a total of 422 student teachers, was applicated. For analysis of the data, t-test and one-way variance analysis was used and for determine the direction of the difference in variance analysis, the Scheffe test was used. As a result, it was found significantly correlation between teacher candidates' the sources to obtain information about hydroelectric plants and the cognitive understandings. According to the gender and their fields of the teacher candidates, cognitive understandings about hydroelectric plants showed significant difference. In addition, cognitive understandings of student teachers is considered as teachers of future about hydroelectric plants does not have a sufficient level.

scholarly journals Examining Validity of the Candidate Notification Scale for Gifted Children by Mokken Scale Analysis

2020 ◽  
Vol 10 (6) ◽  
pp. 44
Author(s):  
Özge Bıkmaz Bilgen
Keyword(s):  
Factor Analysis ◽  
Item Response Theory ◽  
Confirmatory Factor Analysis ◽  
Item Response ◽  
Three Dimensional ◽  
Dimensional Structure ◽  
Gifted Children ◽  
One Dimensional ◽  
Confirmatory Factor ◽  
The One

The purpose of this study is to examine the validity of the scale for identifying gifted children, whose validity was proven by exploratory, confirmatory factor analysis, and whose reliability was proven the Cronbach alpha coefficient for identifying children in the 3-6 age group, using Mokken scaling based on nonparametric item response theory. The study group of the research consists of 253 students. As a result of the analysis of the 13-item 3-dimensional scale (above average ability, creativity and task commitment) with Monotone homogeneity Model, it is seen that a one-dimensional structure is obtained and the model fits when analyzed as a three-dimensional construct. For model data fit, when the discrimination and reliability values of the items are examined, it can be said that the one-dimensional structure of the scale is at an acceptable level, and relatively higher values are obtained for each criterion in the three-dimensional structure compared to the one-dimensional structure. Based on the findings, it can be interpreted that a parallel result was obtained in the validity study based on non-parametric item response theory of the scale, which was developed based on confirmatory factor analysis.

scholarly journals The Decisions and Ideal Points of British Law Lords

2012 ◽  
Vol 43 (3) ◽  
pp. 703-716 ◽  
Author(s):  
Chris Hanretty
Keyword(s):  
Item Response ◽  
Null Model ◽  
Response Model ◽  
Item Response Model ◽  
Policy Space ◽  
One Dimensional ◽  
Judicial Decisions ◽  
Ideal Points ◽  
British Case ◽  
Better Than

Policy-sensitive models of judicial behaviour, whether attitudinal or strategic, have largely passed Britain by. This article argues that this neglect has been benign, because explanations of judicial decisions in terms of the positions of individual judges fare poorly in the British case. To support this argument, the non-unanimous opinions of British Law Lords between 1969 and 2009 are analysed. A hierarchical item-response model of individual judges’ votes is estimated in order to identify judges’ locations along a one-dimensional policy space. Such a model is found to be no better than a null model that predicts that every judge will vote with the majority with the same probability. Locations generated by the model do not represent judges’ political attitudes, only their propensity to dissent. Consequently, judges’ individual votes should not be used to describe them in political terms.

scholarly journals The Perception and Knowledge of Financial Risk of the Portuguese

2020 ◽  
Vol 12 (19) ◽  
pp. 8255
Author(s):  
Fernando Tavares ◽  
Eulália Santos ◽  
Vasco Tavares ◽  
Vanessa Ratten
Keyword(s):  
Risk Perception ◽  
Financial Risk ◽  
Measurement Instrument ◽  
Well Being ◽  
Portuguese Population ◽  
One Dimensional ◽  
Financial Decisions ◽  
Low Levels ◽  
Risk Knowledge

This study will help academics, researchers, and professionals to better understand how the Portuguese population perceives financial risk. Thus, the main objective of this study is to analyse and compare the perception and knowledge of financial risk by the Portuguese. The methodology used is quantitative, and the measurement instrument consists of three parts: financial risk perception, financial risk knowledge and sociodemographic characterization of the participants. The sample is composed of 830 Portuguese individuals, over 18 years old. The results demonstrate that financial risk perception is a one-dimensional measurement and that there are low levels of both perception and knowledge of financial risk. It can also be concluded that the Portuguese individuals have a higher level of financial risk perception, when compared to financial risk knowledge, and it is men who have higher levels of perception and knowledge of financial risk. Thus, this study contributes to the literature on financial risk by presenting empirical evidence and relevant conclusions, and it is therefore expected that it will help to improve the perception and knowledge of the financial risk of the Portuguese and, consequently, their financial decisions and financial well-being. Therefore, the study fills a gap, since there are no studies in Portugal that assess the perception and knowledge of financial risk of the Portuguese.

scholarly journals Toward a Better “Person–Environment Fit” through Items Calibration of the SIS-C

2020 ◽  
Vol 17 (10) ◽  
pp. 3471 ◽  
Author(s):  
Víctor B. Arias ◽  
Antonio M. Amor ◽  
Miguel A. Verdugo ◽  
María Fernández ◽  
Benito Arias ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Children And Adolescents ◽  
Item Response ◽  
Measurement Instrument ◽  
Support Needs ◽  
Research And Practice ◽  
Person Environment Fit ◽  
Supports Intensity Scale ◽  
Different Levels ◽  
Information Values

The Supports Intensity Scale–Children’s Version (SIS-C) is the only available tool to assess extraordinary support needs for children and adolescents with intellectual disability. In past years, several works have proclaimed the need for its ongoing improvement as a measurement instrument. To contribute to this line of research, the goal of this work is to analyze the reliability of the SIS-C and its usefulness to distinguish between different levels of intensity of support needs. To address this, 814 children and adolescents with intellectual disability (M = 11.13 years; SD = 3.41) were assessed using the SIS-C Spanish version. Item response theory analyses were conducted to estimate latent scores and assess measurement quality along the support needs continuum. The SIS-C items showed good overall discrimination and information values, and none showed problems that required their removal or modification. However, all the scales composing the SIS-C showed problems in discerning high levels of intensity of support needs, especially for children and adolescents with severe/profound intellectual disability. This ceiling effect may be an obstacle for both research and practice involving the SIS-C. Implications for research and practice are discussed, and future lines of research for improving the SIS-C are provided.

Cognitive Diagnosis Using Item Response Models

2008 ◽  
Vol 216 (2) ◽  
pp. 74-88 ◽  
Author(s):  
Mark Wilson
Keyword(s):  
Item Response ◽  
Explanatory Models ◽  
Assessment System ◽  
Cognitive Diagnosis ◽  
Developmental Assessment ◽  
Student Conceptions ◽  
Response Models ◽  
Item Response Models ◽  
Student Misconceptions ◽  
Assessment Approach

In this paper, I will describe a particular approach to cognitive diagnosis that is centered on the idea of developmental assessment, and illustrate how data from this approach can be modeled using explanatory item response models. The developmental assessment approach starts with the idea of a progression of learning embodied in what are called progress variables. In a progress variable, student understanding is conceptualized as a continuum with successive levels of development. Effectively, these are seen as a series of student conceptions – this is the first layer of diagnosis. Then, student misconceptions are seen as particular diagnoses within the student conceptions, forming a second layer of diagnosis. Explanatory measurement is introduced as a way to formally model the psychometrics of this situation, using the Berkeley Evaluation and Assessment Research (BEAR) assessment system as a specific example. The discussion is illustrated with examples from student learning about selected topics in science: Earth in the Solar System, and Conceptions of Matter. The paper concludes with a discussion of further steps that match complexities in the diagnostic situation with more complex explanatory models.

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