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Nur, Imray; Arnas, Yasare Aktas – International Journal of Assessment Tools in Education, 2019
In this study, the replicability of the factor structure of The School Liking and Avoidance Questionnaire [SLAQ] for Turkish preschool children and the psychometric properties of the scale were investigated. The SLAQ consists of 14 items and is used to assess children's emotional and behavioral participation in school based on children's…
Descriptors: Foreign Countries, Questionnaires, Factor Structure, Preschool Children
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Karadavut, Tugba – International Journal of Assessment Tools in Education, 2019
Item Response Theory (IRT) models traditionally assume a normal distribution for ability. Although normality is often a reasonable assumption for ability, it is rarely met for observed scores in educational and psychological measurement. Assumptions regarding ability distribution were previously shown to have an effect on IRT parameter estimation.…
Descriptors: Item Response Theory, Computation, Bayesian Statistics, Ability
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Mostoli, Niusha; Rostamy, Mohsen; Shahverani, Ahmad; Behzadi, Mohammad Hasan – International Journal of Assessment Tools in Education, 2019
The study aimed to calculate the evaluation of 9th grade female students and compare the development of the educational process in increasing mathematical literacy using the Malmquist Index at different time intervals. This educational process was accomplished by analysing and integrating realistic mathematical education and mathematical…
Descriptors: High School Students, Numeracy, Females, Grade 9
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Karadavut, Tugba; Cohen, Allan S.; Kim, Seock-Ho – International Journal of Assessment Tools in Education, 2019
Covariates have been used in mixture IRT models to help explain why examinees are classed into different latent classes. Previous research has considered manifest variables as covariates in a mixture Rasch analysis for prediction of group membership. Latent covariates, however, are more likely to have higher correlations with the latent class…
Descriptors: Item Response Theory, Classification, Correlation, International Assessment
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Sahin, Murat Dogan; Aybek, Eren Can – International Journal of Assessment Tools in Education, 2019
This report aims to introduce the fundamental features of the free Jamovi software to academics in the field of educational measurement for use at undergraduate and graduate level research. As such, after introducing the R based interface and the integrated development environment, the core functions of Jamovi are presented, the installation for…
Descriptors: Computer Software, Statistical Analysis, Meta Analysis, Bayesian Statistics
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Akkus, Adem – International Journal of Assessment Tools in Education, 2019
The aim of this study is to develop a science attitude scale (SAS). For that purpose, the literature review has been done for suggestions for creating scales and a new draft scale developed. The draft scale was analyzed by specialists and a pilot study is done after its approval by experts. The SAS is prepared with 21 items and among these, 11…
Descriptors: Attitude Measures, Student Attitudes, Test Construction, Scientific Attitudes
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Yasar, Metin – International Journal of Assessment Tools in Education, 2019
The main purpose of this study is to develop a perceived stress scale based on Classical Test Theory (CTT) and Graded Response Model (GRM); to compare the parameters of the items in the scale that are tried to be developed according to both models, and to determine under which theory the measurement tool produces more reliable and valid results…
Descriptors: Affective Measures, Anxiety, Test Theory, Test Construction
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Dagli, Hatice; Daglioglu, H. Elif; Atalmis, E. Hasan – International Journal of Assessment Tools in Education, 2019
This study aimed to develop a measurement tool in order to assess preschool teachers' pedagogical content knowledge regarding mathematics. The study was based on 300 preschool teachers working in formal independent kindergartens and nursery classes of primary/secondary schools in the Kahramanmaras Province of Turkey. Among the participants, 150…
Descriptors: Foreign Countries, Preschool Teachers, Pedagogical Content Knowledge, Mathematics Instruction
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Tavakoli, Elaheh; Amirian, Mohammad Reza; Burner, Tony; Davoudi, Mohammad; Ghaniabadi, Saeed – International Journal of Assessment Tools in Education, 2019
This validation study was undertaken to evaluate the construct of Formative Assessment of Writing (FAoW) operationalized by an instrument with 50 Likert scale items. To identify the EFL learners' experiences of FAoW practices, the instrument was first piloted with three EFL learners, and subsequently administered on a sample of 255 EFL learners…
Descriptors: Formative Evaluation, Writing Evaluation, English (Second Language), Second Language Learning
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Sahin, Muhittin – International Journal of Assessment Tools in Education, 2019
Assessments are conducted to determine the effectiveness of learning. One type of these assessments are formative assessment, which aims to fill the gap between the learner's present situation and the desired situation by giving feedback to learners. For this purpose, Classroom Response Systems can be used in large groups. Paper-based tests,…
Descriptors: Audience Response Systems, Formative Evaluation, College Freshmen, Student Attitudes
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Alkan, Vesile; Cosguner, Tolga; Fidan, Yücel – International Journal of Assessment Tools in Education, 2019
This study aimed to develop mathematics teaching anxiety scale for prospective primary school teachers. It was designed based on survey method and conducted with four sampling group consisting of 956 prospective primary school teachers at Education Faculties in Turkey. First sampling group was consisted of 404 prospective primary school teachers…
Descriptors: Mathematics Anxiety, Rating Scales, Mathematics Instruction, Test Construction
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Bazvand, Ali Darabi; Kheirzadeh, Shiela; Ahmadi, Alireza – International Journal of Assessment Tools in Education, 2019
The findings of previous research into the compatibility of stakeholders' perceptions with statistical estimations of item difficulty are not seemingly consistent. Furthermore, most research shows that teachers' estimation of item difficulty is not reliable since they tend to overestimate the difficulty of easy items and underestimate the…
Descriptors: Foreign Countries, High Stakes Tests, Test Items, Difficulty Level
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Sahin, Melek Gülsah; Öztürk, Nagihan Boztunç – International Journal of Assessment Tools in Education, 2019
New statistical methods are being added to the literature as a result of scientific developments each and every day. This study aims at investigating one of these, Maximum Likelihood Score Estimation with Fences (MLEF) method, in ca-MST. The results obtained from this study will contribute to both national and international literature since there…
Descriptors: Maximum Likelihood Statistics, Computation, International Assessment, Foreign Countries
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Brace, Nicola; Doran, Clare; Pembery, Janet; Fitzpatrick, Emma; Herman, Rosalind – International Journal of Assessment Tools in Education, 2019
The acquisition of time knowledge involves learning how to read clocks, estimate time, read dates and learn about temporal sequences. Evidence suggests that many of these competencies are acquired by 10 years of age although not all children may follow this developmental path. The main purpose of this study was to collect normative data for a…
Descriptors: Time, Foreign Countries, Screening Tests, Knowledge Level
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Porter, Mitchell; Choi, Youn-Jeng; Tomek, Sara – International Journal of Assessment Tools in Education, 2019
The Center of Epidemiological Studies Depression scale (CES-D) has been used for decades to identify symptomatology of depression in individuals. Overtime, the factor structure of the scale has been both confirmed and challenged when applied to different population samples. The present study explores the factor structure in population sample…
Descriptors: Depression (Psychology), Measures (Individuals), Symptoms (Individual Disorders), African Americans
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