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Differential item functioning in computerized adaptive testing: can CAT self-adjust enough?
Get PDFUniversity of Minnesota Ph.D. dissertation. April 2014. Major: Educational Psychology. Advisor: Ernest Davenport. 1 computer file (PDF); ix, 192 pages, appendices A-H.Two issues related to differential item functioning (DIF) in the context of computerized adaptive testing (CAT) were addressed in this study: 1) the effect of DIF in operational items on the accuracy of the ability estimate (θ ̂_"CAT" ) and 2) the accuracy of detecting DIF in pretest items when DIF occurred in operational items and examinees were matched on the number-correct score (NCS), the ability estimate obtained from nonadaptive computer-based testing (θ ̂_"CBT" ), and θ ̂_"CAT" . To investigate the first issue, a series of simulations were conducted by varying the level of DIF magnitude (0, .4, 1, and 1.6); DIF type (uniform and nonuniform); DIF contamination or the number of DIF items (6, 15, and 24 items out of the 30-item test); and DIF occurrence (first, middle, last, and across stages of CAT). For the latter issue, test impact (μ_R-μ_F = 0 and 1) and sample size ratio (NR:NF = 1:1 and 9:1 ) were also added to the simulation. It was found in the first simulation that CAT could adjust for the effect of DIF in operational items if DIF occurred in the early stages of CAT, with some restrictions though. Specifically, CAT successfully adjusted for the effect of DIF at the earlier stages if the number of DIF items and the magnitude of DIF were moderate. In other situations, CAT seemed to reduce the effect of DIF as seen in the trend of SEs which increased when DIF items were delivered and decreased after CAT administered a new DIF-free item. However, the self-adjustment of CAT was not enough to recover θ ̂_"CAT" from DIF effects. The results from another simulation suggested that matching examinees on θ ̂_"CAT" did not provide impressive advantages over the NCS and θ ̂_"CBT" in most of the simulation conditions. Overall, when operational items were contaminated with moderate DIF magnitude, the three matching variables yielded comparable results of DIF detection in pretest items. However, when the level of DIF contamination in operational items increased, matching examinees on θ ̂_"CAT" led to the worst situation of detecting DIF in pretest items, especially when large-uniform DIF items were used in the operational test. It was also evident that DIF in operational items, especially CAT items, led to false identification of DIF type. Specifically, pretest items exhibiting uniform DIF were mistakenly identified as nonuniform DIF if the matching variable was obtained from nonuniform-DIF operational items.Piromsombat, Chayut. (2014). Differential item functioning in computerized adaptive testing: can CAT self-adjust enough?. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/163281
Multi-task Integration as a Strategy for Improving Teacher Performance and Student Learning
No full textAbstractThis study aimed to encourage teachers to effectively integrate multi-tasks into their daily work to improve their performance and their students’ learning in science. Using the university-school collaboration, the participants in this study included K-12 principals, science teachers, and local university staff in Phetchaburi province, Thailand. Both quantitative and qualitative data were collected by means of survey checklists, observations, in-depth interviews, and focus groups. The results of the initial stage showed that teachers have positive attitude toward the reorganization of instruction. Teachers also integrate evaluation as part of learning management
Effect of Research Training Environment on Doctoral Students’ Research Intentions
Get PDFThe research training environment (RTE) is an important factor for enhancing doctoral students’ research intentions (RI). This study aims to develop and validate the casual relationship model of the RTE and RI, mediated by research self-efficacy (RSE) and research engagement (RE), and examine differential RTE effects in years 1-3 of the doctoral program. The research sample consisted of 246 doctoral students in years 1-3 of their doctoral program, with the respondents randomly selected from 13 universities in Thailand. Data were collected via questionnaire and analyzed using an integrated generalized structured component analysis (IGSCA) with multigroup analysis. The findings have shown that there was no mediation effect of RE or RSE between the RTE and RI in the first year. In contrast, mediation effects of RE and RSE were found in the second (β = .097) and third years (β = .723) of the doctoral program. Based on the results, it is suggested that the RTE component associated with RSE should be established (e.g., allowing students to engage with their projects early and minimally) in the first year. Furthermore, it is recommended that RSE and RE be developed concurrently (e.g., encouraging students to share research ideas with others) in the second and third years
Development of Teacher Performance in Educational Measurements and Evaluation through Self-monitoring Strategies
No full textAbstractThis research was to develop teacher performance in educational measurements and evaluations through self-monitoring strategies. Participants comprised 10 administrators and teachers. Qualitative data was collected from informal interviews and a focus group. The research was conducted in five steps for improving self-monitoring. The results of this research found that the self-monitoring strategies showed that teachers learnt best from the concrete example in the report on test preparation for the Basic Education National test. Teachers intended to learn about learning educational measurements and evaluations through participation in activities. By applying the self-monitoring process, teachers gained further knowledge in learning measurements and evaluations, participating in action planning, as well as greater realization and awareness of the importance of learning measurements and evaluations
Empowerment of Teachers through Critical Friend Learning to Encourage Teaching Concepts
No full textAbstractThe purpose of this study was to encourage the teaching concepts through teachers for helping students’ development and learning. The research focused on empowerment of teachers through the critical friend strategy. The step of performance was divided into 3 steps; 1) work plan for adapting learning management, 2) development for learning activity, and 3) evaluation, reflection, and learning exchange. The target groups included the teachers in the primary schools. The data collection was carried out by both qualitative and quantitative methods. The results of teachers’ empowerment through mutual learning, the teachers were aware the adaptation of learning activities. It was found that the teachers could develop the various learning activities and apply to be used in the classroom
Principals’ and Teachers’ Use of Evaluation Results for Student Learning in Science
No full textAbstractThis study aimed to promote the use of evaluation results by principals and teachers to support and engage students in learning science. Using the concepts of collaborative working and needs assessment, the study specifically designed a three-phase, firstly to complete needs assessment then to imply the programs and to focus on the conclusion and reflection in the third phase. Both quantitative and qualitative data were collected and analyzed using the mixed methods research framework. The results revealed that teachers and administrators partly use the evaluation results as a benchmark to improve the instructional activities
Developing Self-efficacy and Motivation to be a Teacher Scale, Thai Version
No full textAbstractThe measurement model of self-efficacy and motivation to be a teacher were developed for student teachers as an instrument to measure such variables as appropriate to Thai context. The validation of scales of self-efficacy and motivation to be a teacher for Thai student teachers are robust and showed excellent measurement properties. The purposes of this study were to validate the developed measurement model of self-efficacy and motivation to be a teacher. The sample consisted of 78 student teachers who studying in the last academic year in university. The research instruments were questionnaire related to self- efficacy and motivation to be a teacher. Data were analyzed by using SPSS to detect reliability and other psychometric properties, as well as LISREL program version 8.72 to validate the measurement model. Major research results were as follows: 1) the developed measurement model of self-efficacy consisted of 3 indicators: efficacy in student engagement, efficacy in instructional strategies, and efficacy in classroom management according to the empirical data (x2 = 0.02, df = 1, p = 0.08), and 2) the developed measurement model of motivation to be a teacher consisted of 2 indicators: intrinsic motivation, and extrinsic motivation according to the empirical data (x2 = 2.23, df = 1, p = 0.13
Needs for Thai Teachers to Become a Reflective Teacher: Mixed Methods Needs Assessment Research
No full textAbstractReflection is a type of critical learning process that teachers share and learn from their direct teaching experiences. This study aimed to assess needs for Thai teachers to become a reflective teacher. Quantitative data from a survey of 608 teachers suggested that to become a reflective teacher, one needs to possess two key components of the Becoming a Reflective Teacher (BRT) attribute: (1) the Belief and Confidence for Learning Reflection component; and (2) the Reflection Behaviors and Skills component. Results showed that Thai teachers had BRT components at moderate levels. As confirmed by the priority need index, the development of critically reflective skills for Thai teachers should be the top priority. Data from interviews additionally revealed that learning through reflection was an unpleasant experience for Thai teachers
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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