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Laliyo, Lukman Abdul Rauf; Hamdi, Syukrul; Pikoli, Masrid; Abdullah, Romario; Panigoro, Citra – European Journal of Educational Research, 2021
One of the issues that hinder the students' learning progress is the inability to construct an epistemological explanation of a scientific phenomenon. Four-tier multiple-choice (hereinafter, 4TMC) instrument and Partial-Credit Model were employed to elaborate on the diagnosis process of the aforementioned problem. This study was to develop and…
Descriptors: Learning Processes, Multiple Choice Tests, Models, Test Items
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Harel, Daphna; Steele, Russell J. – Journal of Educational and Behavioral Statistics, 2018
Collapsing categories is a commonly used data reduction technique; however, to date there do not exist principled methods to determine whether collapsing categories is appropriate in practice. With ordinal responses under the partial credit model, when collapsing categories, the true model for the collapsed data is no longer a partial credit…
Descriptors: Matrices, Models, Item Response Theory, Research Methodology
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Warsono; Nursuhud, Puji Iman; Darma, Rio Sandhika; Supahar – International Journal of Instruction, 2020
The study was conducted to analyze the items about the ability of high school students diagram representation and obtain Item Curve Characteristic. Grid test instruments are compiled based on competencies and indicators of diagram representation which are then used to compile items. The test instrument consisted of five items and was validated by…
Descriptors: High School Students, Problem Solving, Visual Aids, Scoring
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Eaton, Philip; Johnson, Keith; Willoughby, Shannon – Physical Review Physics Education Research, 2019
Traditionally, multiple choice assessments are graded in a dichotomous manner, where selecting the correct option for a question awards 1 point and the selection of an incorrect option awards 0 points. As a result of this grading scheme, all incorrect response options are treated as being equally incorrect regardless of potential differences in…
Descriptors: Physics, Science Tests, Scoring, Item Response Theory
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Krishnan, Saras; Idris, Noraini – International Journal of Evaluation and Research in Education, 2018
In using the Rasch model to improve the quality of an instrument, analysis purports to determine if the sample collaborates well with the items in the instrument such that the results are measuring a single underlying variable. The relevant properties of Rasch analysis are reliability and validity which are key indicators of the quality of a…
Descriptors: Models, Item Response Theory, Construct Validity, Content Validity
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Zhou, Sherry; Huggins-Manley, Anne Corinne – Educational and Psychological Measurement, 2020
The semi-generalized partial credit model (Semi-GPCM) has been proposed as a unidimensional modeling method for handling not applicable scale responses and neutral scale responses, and it has been suggested that the model may be of use in handling missing data in scale items. The purpose of this study is to evaluate the ability of the…
Descriptors: Models, Statistical Analysis, Response Style (Tests), Test Items
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Ölmez, Ibrahim Burak; Cohen, Allan S. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017
The purpose of this study was to investigate a new methodology for detection of differences in middle grades students' math anxiety. A mixture partial credit model analysis revealed two distinct latent classes based on homogeneities in response patterns within each latent class. Students in Class 1 had less anxiety about apprehension of math…
Descriptors: Mathematics Instruction, Mathematics Anxiety, Middle School Students, Models
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Retnawati, Heri – International Journal of Assessment Tools in Education, 2018
The study was to identify the load, the type and the significance of differential item functioning (DIF) in constructed response item using the partial credit model (PCM). The data in the study were the students' instruments and the students' responses toward the PISA-like test items that had been completed by 386 ninth grade students and 460…
Descriptors: Test Bias, Test Items, Responses, Grade 9
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Kong, Yunjun – European Journal of Educational Sciences, 2017
This study aimed to examine Chinese TEFL (teaching English as a foreign language) teachers' conceptions of writing, in particular, to find out their agreeability with multifaceted concepts of writing, multi-functions of writing, facilitators to the development of writing, and the basis of good writing. A questionnaire containing natures,…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers
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Falk, Carl F.; Cai, Li – Grantee Submission, 2014
We present a semi-parametric approach to estimating item response functions (IRF) useful when the true IRF does not strictly follow commonly used functions. Our approach replaces the linear predictor of the generalized partial credit model with a monotonic polynomial. The model includes the regular generalized partial credit model at the lowest…
Descriptors: Maximum Likelihood Statistics, Item Response Theory, Computation, Simulation
Leis, Micela; Schmidt, Karen M.; Rimm-Kaufman, Sara E. – Grantee Submission, 2015
The Student Engagement in Mathematics Scale (SEMS) is a self-report measure that was created to assess three dimensions of student engagement (social, emotional, and cognitive) in mathematics based on a single day of class. In the current study, the SEMS was administered to a sample of 360 fifth graders from a large Mid-Atlantic district. The…
Descriptors: Learner Engagement, Measures (Individuals), Psychometrics, Test Items
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Fujimoto, Ken A.; Gordon, Rachel A.; Peng, Fang; Hofer, Kerry G. – AERA Open, 2018
Classroom quality measures, such as the Early Childhood Environment Rating Scale, Revised (ECERS-R), are widely used in research, practice, and policy. Increasingly, these uses have been for purposes not originally intended, such as contributing to consequential policy decisions. The current study adds to the recent evidence of problems with the…
Descriptors: Rating Scales, Early Childhood Education, Educational Quality, Preschool Curriculum
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Kim, Jinho; Wilson, Mark – Educational and Psychological Measurement, 2020
This study investigates polytomous item explanatory item response theory models under the multivariate generalized linear mixed modeling framework, using the linear logistic test model approach. Building on the original ideas of the many-facet Rasch model and the linear partial credit model, a polytomous Rasch model is extended to the item…
Descriptors: Item Response Theory, Test Items, Models, Responses
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Ilgun Dibek, Munevver – Eurasian Journal of Educational Research, 2020
Purpose: Cross-cultural comparisons based on ordinal Likert-type rating scales have been threatened by response style which is systematic tendencies to respond to items regardless of the item content. So, this study aimed to investigate the effect of extreme response style and acquisance response style on TIMSS 2015 data. Method: The sample of…
Descriptors: Achievement Tests, Foreign Countries, International Assessment, Mathematics Achievement
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Chuang, Hsueh-Hua; Shih, Ching-Lin; Cheng, Ming-Min – British Journal of Educational Technology, 2020
This study developed and validated an instrument for assessing teachers' perceptions of culturally responsive teaching (CRT) in technology-supported learning environments (TSLE). Data were collected from a total of 257 elementary and secondary school teachers in Taiwan during March and April 2018 to verify the reliability and construct validity of…
Descriptors: Teacher Attitudes, Culturally Relevant Education, Technology Uses in Education, Test Construction
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