ethanporcaro/eric-fulltext-meta huggingface dataset:
Computation of the Response Similarity Index M4 in R under the Dichotomous and Nominal Item Response Models
Author: Zopluoglu, Cengiz
Date: 2019-00-00
Type: Journal Articles
Subjects: Item Response Theory,Computation,Cheating,Measurement Techniques,Probability,Statistical Distributions

Unusual response similarity among test takers may occur in testing data and be an indicator of potential test fraud (e.g., examinees copy responses from other examinees, send text messages or pre-arranged signals among themselves for the correct response, item pre-knowledge). One index to measure the degree of similarity between two response vectors is M4 proposed by Maynes (2014). M4 index is based on a generalized trinomial distribution and it is computationally very demanding. There is currently no accessible tool for practitioners who may want to use M4 in their research and practice. The current paper introduces the M4 index and its computational details for the dichotomous and nominal item response models, provides an R function to compute the probability distribution for the generalized trinomial distribution, and then demonstrates the computation of the M4 index under the dichotomous and nominal item response models using R.
Teamplayers: 4CO-Teaching in Arts Education in Primary Education
Author: Bremmer, Melissa
Date: 2020-02-00
Type: Journal Articles
Subjects: Team Teaching,Teacher Collaboration,Student Teachers,Elementary Education,Art Education,Lesson Plans,Instructional Design,Cooperative Planning,Program Effectiveness,Peer Influence,Foreign Countries,Preservice Teacher Education

This article describes the qualitative study of the redesigning of a course based on the Canadian &quot;4CO-teaching method&quot; for student teachers. This method consists of four different phases of co-teaching: co-design, co-execution, co-debriefing, and coreflection. Through this way of co-teaching, student teachers in both primary education and in arts education (theatre, dance, and visual arts) were taught how to design arts lessons for primary education together, how to carry them out as a couple, and how to jointly reflect on their lessons. The course, called &quot;Teamplayers&quot;, aimed to teach these student teachers how to complement their knowledge and skills during the designing and teaching of arts lessons and, thus, enhance the quality of arts education. This research study evaluated the design of Teamplayers and the students' experience with the method of 4CO-teaching with the aim of improving the course. [Note: The title on the PDF has &quot;CO4&quot; instead of &quot;4CO&quot; as found throughout the paper.]
Performance Evaluation Using the Discrete Choquet Integral: Higher Education Sector
Author: Sülkü, Seher Nur
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Student Evaluation,Evaluation Criteria,Statistical Analysis,Foreign Countries

Performance evaluation functions as an essential tool for decision makers in the field of measuring and assessing the performance under the multiple evaluation criteria aspect of the systems such as management, economy, and education system. Besides, academic performance evaluation is one of the critical issues in higher institution of learning. Even though the academic evaluation criteria are inherently dependent, most of the traditional evaluation methods take no account of the dependency. Currently, the discrete Choquet integral can be proposed as a useful and effective aggregation operator due to being capable of considering the interactions among the evaluation criteria. In this paper, it is aimed to solve an academic performance evaluation problem of students in a university in Turkey using the discrete Choquet integral with the complexity-based method and the entropy-based method. Moreover, the k-means method, which has been widely used for evaluating students' performance over 50 years, is used to compare the effectiveness and the success of two different frameworks based on discrete Choquet integral in the robustness check. Our results indicate that the entropy-based Choquet integral outperforms the complexity-based Choquet and k-means method in most of the cases.
Development of a Measurement Tool for Sustainable Development Awareness
Author: Atmaca, Ayse Ceren
Date: 2019-00-00
Type: Journal Articles
Subjects: Sustainable Development,Consciousness Raising,Measurement Techniques,Preservice Teachers,Test Construction,Public Colleges,Foreign Countries,Science Education,Test Reliability,Test Validity

Raising the sustainable development awareness is of great importance for the continuation of the world's livability. Teachers have a great responsibility in order for individuals to make sustainable development a part of their lives. For this reason, teachers need to be individuals with sustainable development awareness. In this study, it was aimed to develop a scale for determining the sustainable development awareness of teacher candidates. The developed scale consists of three sub-dimensions including economy, society, and environment and a total of 36 items. 425 science teacher candidates from seven state universities in Turkey participated in the research. The Cronbach's alpha reliability coefficient for the overall scale was calculated as 0.91. Confirmatory factor analysis was performed for the validity of the scale. In light of the analyses, the scale was found to possess the qualifications to determine the sustainable development awareness of science teacher candidates.
An Empirical Study for the Statistical Adjustment of Rater Bias
Author: Ilhan, Mustafa
Date: 2019-00-00
Type: Journal Articles
Subjects: Statistical Analysis,Item Response Theory,Evaluators,Bias,Computation,Difficulty Level,Test Items,Grade 8,Mathematics Teachers,Achievement Tests,Mathematics Tests

This study investigated the effectiveness of statistical adjustments applied to rater bias in many-facet Rasch analysis. Some changes were first made in the dataset that did not include &quot;rater × examinee&quot; bias to cause to have &quot;rater × examinee&quot; bias. Later, bias adjustment was applied to rater bias included in the data file, and the effectiveness of the statistical adjustment was further examined. The outcomes pertaining to the datasets with and without bias, and to which the bias adjustment was applied, were compared. It was concluded that diversities created by &quot;rater × examinee&quot; bias in examinees' ability estimation, item difficulty indices and measures of rater severity and leniency were, to a large extent, eliminated by bias adjustment. This result indicates that the bias adjustment using many-facet Rasch analysis is a viable way to control rater bias.
Can Factor Scores Be Used Instead of Total Score and Ability Estimation?
Author: Kilic, Abdullah Faruk
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Scores,Computation,Item Response Theory,Sample Size,Tests

The purpose of this study is to investigate whether factor scores can be used instead of ability estimation and total score. For this purpose, the relationships among total score, ability estimation, and factor scores were investigated. In the research, Turkish subtest data from the Transition from Primary to Secondary Education (TEOG) exam applied in April 2014 were used. Total scores in this study were calculated from the total number of correct answers given by individuals to each item. Ability estimations were obtained from a three-parameter logistic model chosen from among item response theory (IRT) models. The Bartlett method was used for factor score estimation. Thus, the ability estimation, sum, and factor scores of each individual were obtained. When the relationship between these variables was investigated, it was observed that there was a high-level, positive, and statistically significant relationship. In the result section of this study, as variables have a high-level relationship, it was suggested that since variables could be used interchangeably, factor scores should be used. Although the total scores of individuals were equal, there were differences in terms of factor score and ability estimations. Therefore, it was suggested that item response theory assumptions were not met, or factor scores should be used when the sample size is small.
Improved Performance of Model Fit Indices with Small Sample Sizes in Cognitive Diagnostic Models
Author: Tzou, Hueying
Date: 2019-00-00
Type: Journal Articles
Subjects: Goodness of Fit,Sample Size,Cognitive Measurement,Models

Selecting an appropriate cognitive diagnostic model (CDM) for data analysis is always challenging. Studies have explored several model fit indices for CDMs. The common results of these studies indicate that Q-matrix misspecifications lead to poor performance of the model fit indices in the context of CDMs. Thus, this study explored whether model fit indices improve performance with a modified Q-matrix. The average class size has reduced to 23 students in Taiwan because of the low birth rate; therefore, the study sought the effect of sample size on the performance of model fit indices. The results showed that Akaike's information criterion (AIC) was an excellent model fit index in small samples. Model fit indices with the modified Q-matrix presented superior performance.
Coping with Unbalanced Designs of Generalizability Theory: G String V
Author: Teker, Gülsen Tasdelen
Date: 2019-00-00
Type: Journal Articles
Subjects: Generalizability Theory,Research Design,Computer Software,Data,Data Analysis,Research Problems

The aim of this paper is to introduce a software that is appropriate for the generalizability theory for not only balanced but also unbalanced data sets. Because it is possible to have unbalanced data sets while conducting a study, the researchers have devised an easy solution, other than deleting data, to balance the design to cope with this situation. Thus, the software G String V will be introduced. First, the generalizability theory will be reviewed, followed by a description of the unbalanced synthetic data that was used to conduct the analysis using the software. Explanations are provided for installing the software, preparation of the data, and the step-by-step data analysis. Moreover, the interpretation of the data is also explained. Finally, the limitations of the software are shared.
Analyzing the Views of Teachers and Prospective Teachers on Information and Communication Technology via Descriptive Data Mining
Author: Aran, Ozge Can
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Attitudes,Preservice Teachers,Information Technology,Computer Attitudes,Foreign Countries,Computer Literacy,Computer Uses in Education,Data Analysis

This study aims to determine the overt and covert patterns that teachers' and prospective teachers' views on the use of information and communication technology (ICT) instruments contain by using the method of data mining. The study group was composed of 192 prospective teachers attending a state university in Ankara, Turkey and 101 teachers working in Ankara-all of whom took part in the study on the basis of volunteering. Teachers' and prospective teachers' views were obtained by means of a scale. Clustering and association rules - algorithms for data mining - were applied to the data collected, and thus the frequently held patterns for teachers' and prospective teachers' views on ICT instruments were found. Consequently, cluster analysis suggested that prospective teachers considered themselves more competent than teachers in terms of computer skills but that teachers were the group having the most positive views. In addition to this, the results of association rules analysis indicated that the prospective teachers and teachers held the opinion that ICT instruments added variety to the teaching-learning process and ensured students' focusing their attention on lessons, also stated that using ICT instruments would increase students' participation in classes.
Explanatory Item Response Models for Polytomous Item Responses
Author: Stanke, Luke
Date: 2019-00-00
Type: Journal Articles
Subjects: Item Response Theory,Test Items,Responses,College Freshmen,Foreign Countries,Computation

Item response theory is a widely used framework for the design, scoring, and scaling of measurement instruments. Item response models are typically used for dichotomously scored questions that have only two score points (e.g., multiple-choice items). However, given the increasing use of instruments that include questions with multiple response categories, such as surveys, questionnaires, and psychological scales, polytomous item response models are becoming more utilized in education and psychology. This study aims to demonstrate the application of explanatory item response theory (IRT) models to polytomous item responses in order to explain common variability in item clusters, person groups, and interactions between item clusters and person groups. Explanatory forms of several IRT models -- such as Partial Credit Model and Rating Scale Model -- are demonstrated and the estimation procedures of these models are explained. Findings of this study suggest that explanatory IRT models can be more parsimonious than traditional IRT models for polytomous data when items and persons share common characteristics. Explanatory forms of the polytomous IRT models can provide more information about response patterns in item responses by estimating fewer item parameters.
Ethical Climate and Faculty&apos;s Trifocal Functions of State Universities and Colleges (SUCS) in Region XII, Philippines
Author: Peñaredondo-Untong, Leonel
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Ethics,State Colleges,State Universities,College Faculty,Teacher Role,Instruction,Research,Extension Education,Values,Work Ethic,Cultural Awareness,Correlation,Productivity

This study determined the prevailing ethical climate in State Universities and Colleges (SUCs) in Region XII and its relationship to the faculty's three mandated functions; including instruction, research and extension. The descriptive method of research utilizing the correlation analysis was used in this study. This was conducted in four SUCs in Region XII, namely: Cotabato City State Polytechnic College in Cotabato City, Sultan Kudarat State University (ACCESS) in Tacurong City, University of Southern Mindanao in North Cotabato, and Cotabato Foundation of Science and Technology in North Cotabato. The respondents were the 268 selected faculty members taken through random sampling method. The researcher-made questionnaire was used to gather the data pertaining to the ethical climate and faculty's trifocal functions. The findings generated: The prevailing ethical climate in professional values has the mean of 4.59 described as &quot;excellent&quot;, work ethics is &quot;excellent&quot; with the mean of 4.79 and cultural values is also &quot;excellent&quot; with its mean of 4.52; the faculty productivity in instruction is &quot;excellent&quot; with its mean of 4.79, &quot;poor&quot; in research with the mean of 2.23 and &quot;good&quot; in extension with the mean of 3.06; The ethical climate in terms of professional ethics with.942 manifests very high positive relationship, work ethics with.897 denotes high positive relationship, and cultural values with 0.864 also show high positive relationship with faculty productivity in their trifocal functions. The study concluded that the ethical climate influenced the faculty productivity. The faculty professional ethics, work ethics and cultural values contributed significantly to the faculty productivity in their university trifocal functions.
Educational Data Mining: A Tutorial for the &quot;Rattle&quot; Package in R
Author: Bulut, Okan
Date: 2019-00-00
Type: Journal Articles
Subjects: Data Analysis,Educational Research,Educational Researchers,Computer Software,Programming Languages,Statistical Analysis,Regression (Statistics),Models,Classification,Achievement Tests,Foreign Countries,International Assessment,Secondary School Students,Mathematics,Scientific Literacy

Educational data mining (EDM) has been a rapidly growing research field over the last decade and enabled researchers to discover patterns and trends in education with more sophisticated methods. EDM offers promising solutions to complex educational problems. Given the rapid increase in the availability of big data in education and software programs to analyze big data, the demand for user-friendly, free software programs to implement EDM methods also continues to increase. The R programming language has become a popular environment for data mining due to its availability and flexibility. The &quot;rattle&quot; package in R contains a set of functions to implement data mining with a graphical user interface. This study demonstrates three widely used data mining algorithms (classification and regression tree, random forest, and support vector machine) in EDM using real data from the 2015 administration of the Programme for International Student Assessment (PISA). First, a brief introduction to EDM is provided along with the description of the selected data mining algorithms. Then, how to perform data mining analysis using the &quot;rattle's&quot; graphical user interface is demonstrated. The study concludes by comparing the results of the selected data mining algorithms and highlighting how those algorithms can be utilized in the context of educational research.
Investigating a New Method for Standardising Essay Marking Using Levels-Based Mark Schemes
Author: Greatorex, Jackie
Date: 2019-00-00
Type: Journal Articles
Subjects: Reliability,Achievement Rating,Standards,Scoring,Essay Tests,History,Comparative Analysis,Exit Examinations,Foreign Countries,Secondary Education

Standardisation is a procedure used by Awarding Organisations to maximise marking reliability, by teaching examiners to consistently judge scripts using a mark scheme. However, research shows that people are better at comparing two objects than judging each object individually. Consequently, Oxford, Cambridge and RSA (OCR, a UK awarding organisation) proposed investigating a new procedure, involving ranking essays, where essay quality is judged in comparison to other essays. This study investigated the marking reliability yielded by traditional standardisation and ranking standardisation. The study entailed a marking experiment followed by examiners completing a questionnaire. In the control condition live procedures were emulated as authentically as possible within the confines of a study. The experimental condition involved ranking the quality of essays from the best to the worst and then assigning marks. After each standardisation procedure the examiners marked 50 essays from an AS History unit. All participants experienced both procedures, and marking reliability was measured. Additionally, the participants' questionnaire responses were analysed to gain an insight into examiners' experience. It is concluded that the Ranking Procedure is unsuitable for use in public examinations in its current form. The Traditional Procedure produced statistically significantly more reliable marking, whilst the Ranking Procedure involved a complex decision-making process. However, the Ranking Procedure produced slightly more reliable marking at the extremities of the mark range, where previous research has shown that marking tends to be less reliable.
Assessing Perceived Problems and Academic Counseling Benefits for Students and Teachers in Madda Walabu University, South East Ethiopia: A Cross-Sectional Survey
Author: Getachew, Abera
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Counseling,Student Characteristics,Stress Management,Goal Orientation,Time Management,Student Attitudes,Study Skills,Academic Achievement,Interpersonal Relationship,Undergraduate Students,Student Problems,Student Needs,Faculty Advisers,Student Diversity,Test Anxiety

Academic counseling is a collaborative process that addresses the needs, problems, and interests of higher education students. The objective of the study was to investigate perceived problems and academic counseling benefits for students and teachers at Madda Walabu University in Ethiopia. Cross-sectional research design using quantitative methods was applied. The study selected 605 students as participants using a multi-stage sampling method. Results showed that nearly half of the students (49.9%) reported that they could benefit from academic counseling services. According to them, educational counseling improves anxiety management (66.3%), educational goal setting (69.4%) and time management (66.6%). Moreover, academic counseling turned out to be predictive for students' academic success. However, the strength of the relationship also depended on the students' socio-demographic factors. This study indicated that more than half of Madda Walabu University students had problems related to managing their time. Additionally, the students believed that academic counseling would benefit students and teachers in enhancing interpersonal relationships, improving study skills, goal setting, and understanding and managing diversity. The Ethiopian Ministry of Education and Madda Walabu University administrators need to understand the significance of academic counseling for students' academic performance. They should introduce a necessary intervention strategy that ensures students' academic success.
The Opinions of Students, Professors and Practice Teachers on the Teaching Practice Course
Author: Töre, Esra
Date: 2020-03-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Attitudes,Foreign Countries,Preservice Teachers,Interpersonal Communication,Cooperation,Teacher Educators,Information Dissemination,Preservice Teacher Education,Counselor Training,Counselors

The goal of this study was the evaluation of the teaching practice course in the Psychological Counseling and Guidance (PCG) department by students, professors and practice teachers. It was a pneumology study designed with qualitative research method. The study group consists of seven students, five professors and five practice teachers from 3 different schools and 3 different universities in Istanbul. Study data were analyzed with content analysis. It was found that the communication and collaboration between the professors and practice teachers of the teaching practice course were low, and the applications within the scope of the course were inadequate. Additionally, the study has revealed that it is necessary to inform the practice teachers about the previous courses and internships the students have taken, to ensure the attendance of students to full-day practice courses on different days and that a detailed teaching practice course guide is prepared. This study is thought to benefit the literature in the sense that it shows how PCG teaching practice course differs from other teaching practice courses, in addition to suggestions to the decision makers and practitioners for improving the course.