ethanporcaro/eric-fulltext-meta huggingface dataset:
Enablers and Barriers to Successful Implementation of Cooperative Learning through Professional Development
Author: Alansari, Mohamed
Date: 2021-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Professional Development,Classroom Techniques,College School Cooperation,Private Schools,Single Sex Schools,Males,Elementary School Students,Middle School Students,Learner Engagement,Intellectual Disciplines,Age Differences,Curriculum Implementation,Grouping (Instructional Purposes),Student Attitudes,Group Dynamics,Teacher Role,Foreign Countries

Literature shows cooperative learning has positive benefits for students' learning and social outcomes. Even though cooperative learning studies have been conducted in all areas of the curriculum, few studies have investigated whether there are similar effects for students across several curriculum areas or age groups. Moreover, less attention has been given to how professional learning and development (PLD) opportunities can contribute to changes in instructional practice. We illustrate how research on cooperative learning can be translated into practice, through a one-year University-School partnership. The current study is focused on our PLD work in one large private school based in New Zealand. Analysis of school data (quantitative student data and qualitative teacher data) indicated that, by the end of the school year, students reported experiencing more cooperative learning opportunities in their classes. Teachers believed that the PLD supported change in their practice and noted positive changes in student engagement. Analysis of student data also revealed differential outcomes by subject and age group. Overall, our study showed that PLD opportunities can contribute to the successful implementation of cooperative learning.
Multimodal Technologies in Precision Education: Providing New Opportunities or Adding More Challenges?
Author: Bin Qushem, Umar
Date: 2021-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Technology Integration,Multimedia Materials,Instructional Effectiveness,Online Courses,Educational Games,Educational Technology,Educational Research,Elementary Secondary Education,Handheld Devices,Artificial Intelligence,Integrated Learning Systems

Personalized or precision education (PE) considers the integration of multimodal technologies to tailor individuals' learning experiences based on their preferences and needs. To identify the impact that emerging multimodal technologies have on personalized education, we reviewed recent implementations and applications of systems (e.g., MOOCs, serious games, artificial intelligence, learning management systems, mobile applications, augmented/virtual reality, classroom technologies) that integrate such features. Our findings revealed that PE techniques could leverage the instructional potential of educational platforms and tools by facilitating students' knowledge acquisition and skill development. The added value of PE is also extended beyond the online digital learning context, as positive outcomes were also identified in blended/face-to-face learning scenarios, with multiple connections being discussed between the impact of PE on student efficacy, achievement, and well-being. In line with the recommendations and suggestions that supporters of PE make, we provide implications for research and practice as well as ground for policy formulation and reformation on how multimodal technologies can be integrated into the educational context.
Examination of Wording Effect of the TIMSS 2015 Mathematical Self-Confidence Scale through the Bifactor Models
Author: Oyar, Esra
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,International Assessment,Self Concept Measures,Mathematics,Test Items,Language Usage,Gender Differences,Grade 8,Middle School Students,Scores

The aim of this study is to examine whether or not the positive and negative items in the Mathematical Self-Confidence Scale employed in TIMSS 2015 lead to wording effect. While examining whether the expression effect is present or not, analyzes were conducted both on the general sample and on a separate sample for female and male students. To this end, data of 5724 students from Turkey who participated in TIMSS 2015 were used. Six different measurement models were created in the analysis of data and tested with Confirmatory Factor Analysis. The study revealed that positive items have a higher mean than the negative ones. In addition, it was concluded that the bifactor models fit the data better compared to the traditional DFA model, in which the model where negative items were taken as a separate factor are those that best fit the data. This situation is verified both in the general sample and the subgroups of females and males. In conclusion, it is recommended that the scale items should be created carefully and whether the positive and negative items result in separate factors should be examined.
Examining the Dimensionality and Monotonicity of an Attitude Dataset Based on the Item Response Theory Models
Author: Kula Kartal, Seval
Date: 2021-00-00
Type: Journal Articles
Subjects: Item Response Theory,Factor Structure,Attitude Measures,Undergraduate Students,Goodness of Fit,Foreign Countries

In the current study, the factor structure of an attitude scale was analyzed by using the two different item response theory models that allow modeling nonmonotonic item response curves. The current study utilized the two models to examine whether the two-factor solution of factor analysis may be caused by method effect, or by the failure of the analysis in describing and fitting the dataset because of the monotonicity assumption. This study was conducted on a dataset obtained from 355 undergraduate students who were studying at the Middle East Technical University. The data were obtained by carrying out the Attitude Scale Towards Foreign Languages as Medium of Instruction, which was developed by Kartal and Gülleroglu (2015). The fit of the scale items to the generalized graded unfolding model was examined based on the item response curves, item parameters, item fit statistics and fit graphics. For Mokken scaling, scalability coefficients were calculated, dimensionality analyzes were conducted by using the Automated Item Selection Procedure. The monotonicity assumption was investigated based on the rest-score group methods. The results of the current study revealed that items of the attitude scale fit to the unidimensional models that do not assume monotone increasing item response curves for all items, while the factor analysis suggested a two-factor solution for the data. Researchers are recommended to utilize statistical techniques that can identify any possible violation of the monotonicity assumption and model items having non-monotonic response curves to examine dimensionality of their data.
Gathering Evidence on E-Rubrics: Perspectives and Many Facet Rasch Analysis of Rating Behavior
Author: Erguvan, Inan Deniz
Date: 2021-00-00
Type: Journal Articles
Subjects: Scoring Rubrics,Item Response Theory,College Faculty,Teacher Attitudes,Freshman Composition,Computer Uses in Education,Student Evaluation,Foreign Countries,Writing Teachers,Writing Evaluation,Teacher Behavior

This study examined the faculty perspectives towards the use of electronic rubrics and their rating behavior in a freshman composition course. A mixed-methods approach has been employed for data collection and analysis. The data for faculty perspectives were collected from nine instructors through semi-structured interviews and for their behavior, six instructors teaching the same course in Fall 2019, shared their students' essay scores with the researchers. Many facet Rasch model (MFRM) was employed for quantitative data analysis. According to the findings of the quantitative data, the instructors differed in their degree of leniency and severity, one instructor being more lenient and one being more severe than the others. Another interesting finding was one instructor turned out to be an inconsistent user of the e-rubric. The findings of the qualitative data showed that writing faculty think e-rubrics come with great advantages such as facilitating scoring, ensuring standardization, and reducing student complaints and grade appeals. However, they view the impact of e-rubrics on student writing with cautious optimism. The findings of the qualitative and quantitative strands are overlapping, and the responses elicited from the participants seem to shed some light on the rating behavior of the writing faculty.
A Guide for More Accurate and Precise Estimations in Simulative Unidimensional IRT Models
Author: Baris Pekmezci, Fulya
Date: 2021-00-00
Type: Journal Articles
Subjects: Item Response Theory,Computation,Accuracy,Monte Carlo Methods,Replication (Evaluation),Sample Size,Test Length,Goodness of Fit

There is a great deal of research about item response theory (IRT) conducted by simulations. Item and ability parameters are estimated with varying numbers of replications under different test conditions. However, it is not clear what the appropriate number of replications should be. The aim of the current study is to develop guidelines for the adequate number of replications in conducting Monte Carlo simulation studies involving unidimensional IRT models. For this aim, 192 simulation conditions which included four sample sizes, two test lengths, eight replication numbers, and unidimensional IRT models were generated. Accuracy and precision of item and ability parameter estimations and model fit values were evaluated by considering the number of replications. In this context, for the item and ability parameters; mean error, root mean square error, standard error of estimates, and for model fit; M[subscript 2], RMSEA[subscript 2], and Type I error rates were considered. The number of replications did not seem to influence the model fit, it was decisive in Type I error inflation and error prediction accuracy for all IRT models. It was concluded that to get more accurate results, the number of replications should be at least 625 in terms of accuracy of the Type I error rate estimation for all IRT models. Also, 156 replications and above can be recommended. Item parameter biases were examined, and the largest bias values were obtained from the 3PL model. It can be concluded that the increase in the number of parameters estimated by the model resulted in more biased estimates.
An Investigation of Item Position Effects by Means of IRT-Based Differential Item Functioning Methods
Author: Soysal, Sumeyra
Date: 2021-00-00
Type: Journal Articles
Subjects: Item Response Theory,Test Bias,Test Items,Comparative Analysis,Statistical Analysis,Test Format,Grade 8,Foreign Countries,Middle School Students

In this study, whether item position effects lead to DIF in the condition where different test booklets are used was investigated. To do this the methods of Lord's chi-square and Raju's unsigned area with the 3PL model under with and without item purification were used. When the performance of the methods was compared, it was revealed that generally, the method of Lord's chi-square identified more items with DIF than did the method of Raju's unsigned area. The differentiation of the booklets with respect to item position resulted in a higher number of items displaying DIF with item purification conditions. Based on the findings of the present study, to avoid the occurrence of DIF due to item position effects, it is recommended to position the same items across different booklets in similar locations when forming different booklets.
Automated Essay Scoring Effect on Test Equating Errors in Mixed-Format Test
Author: Uysal, Ibrahim
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Scoring,Item Response Theory,Test Format,Equated Scores,Interrater Reliability,Test Bias,Error of Measurement

Scoring constructed-response items can be highly difficult, time-consuming, and costly in practice. Improvements in computer technology have enabled automated scoring of constructed-response items. However, the application of automated scoring without an investigation of test equating can lead to serious problems. The goal of this study was to score the constructed-response items in mixed-format tests automatically with different test/training data rates and to investigate the indirect effect of these scores on test equating compared with human raters. Bidirectional long-short term memory (BLSTM) was selected as the automated scoring method for the best performance. During the test equating process, methods based on classical test theory and item response theory were utilized. In most of the equating methods, errors of the equating resulting from automated scoring were close to the errors occurring in equating processes conducted by human raters. It was concluded that automated scoring can be applied because it is convenient in terms of equating.
Detecting Differential Item Functioning: Item Response Theory Methods versus the Mantel-Haenszel Procedure
Author: Diaz, Emily
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Bias,Item Response Theory,Statistical Analysis,Comparative Analysis,Test Items,Computation,Sample Size,Goodness of Fit

This Monte Carlo study assessed Type I error in differential item functioning analyses using Lord's chi-square (LC), Likelihood Ratio Test (LRT), and Mantel-Haenszel (MH) procedure. Two research interests were investigated: item response theory (IRT) model specification in LC and the LRT and continuity correction in the MH procedure. This study enhances the literature by investigating LC and the LRT using correct and incorrect model-data fit and comparing those results to the MH procedure. There were three fixed factors (number of test items, IRT parameter estimation method, and item parameter equating) and four varied factors (IRT model used to generate data and fit the data, sample size, and impact). The findings suggested the MH procedure without the continuity correction is best based on Type I error rate.
Developing a Two-Tier Proportional Reasoning Skill Test: Validity and Reliability Studies
Author: Acikgul, Kubra
Date: 2021-00-00
Type: Journal Articles
Subjects: Cognitive Tests,Logical Thinking,Test Construction,Test Validity,Test Reliability,Middle School Students,Grade 7,Grade 8,Content Validity,Construct Validity,Disabilities,Thinking Skills,Foreign Countries

The main aim of this study is to develop a useful, valid, and reliable two-tier proportional reasoning skill test for middle school 7th and 8th-grade students. The research was carried out using the sequential explanatory mixed method. The study group of this research comprised of 391 (n[subscript 7th-grade]=223, n[subscript 8th-grade]=168) students. With validity and reliability studies, the content, face, construct, discriminant validity, and reliability coefficient of the test were examined. As a result, the two-tier proportional reasoning skill test with 12 items under 3 factors (qualitative prediction and comparison, missing value, numerical comparison) valid and reliable for adequate values specified in the literature.
Evaluation of Teacher Candidates&apos; Life Skills in Terms of Departments and Grade Levels
Author: Erduran Avci, Dilek
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Undergraduate Students,Young Adults,Daily Living Skills,Thinking Skills,Coping,Communication Skills,Empathy,Self Concept,Student Characteristics,Departments,Measures (Individuals),Public Colleges,Social Responsibility,Foreign Countries

The purposes of this research were (i) testing the factor and model structure of the life-skills scale (LSS) on teacher candidates and (ii) inspecting the life skills of teacher candidates according to their departments and grade levels. The participants consisted of 518 teacher candidates, all of whom were students in their sophomore or senior years in the education faculty of a state university. The data were collected through the LSS, which has 83 items. The confirmatory factor analysis of LSS verified the ten-factor structure for the teacher candidates (aged between 18 and 25). There were no statistically significant differences in the mean value of teacher candidates' life skills according to the grade variable. On the contrary, there were statistically significant differences in the dependent variables according to the department. Future directions of research regarding the educational outcomes of life skills were discussed.
Point and Interval Estimators of an Indirect Effect for a Binary Outcome
Author: Lee, Hyung Rock
Date: 2021-00-00
Type: Journal Articles
Subjects: Statistical Analysis,Computation,Regression (Statistics),Scaling,Comparative Analysis,Sampling,Statistical Inference,Bayesian Statistics

Conventional estimators for indirect effects using a difference in coefficients and product of coefficients produce the same results for continuous outcomes. However, for binary outcomes, the difference in coefficient estimator systematically underestimates the indirect effects because of a scaling problem. One solution is to standardize regression coefficients. The residual from a regression of a predictor on a mediator, which we call the residualized variable in this paper, was used to address the scaling problem. In simulation study 1, different point estimators of indirect effects for binary outcomes are compared in terms of the means of the estimated indirect effects to demonstrate the scaling problem and the effects of its remedies. In simulation study 2, confidence and credible intervals of indirect effects for binary outcomes were compared in terms of powers, coverage rates, and type I error rates. The bias-corrected (BC) bootstrap confidence intervals performed better than did other intervals.
Principles for Minimizing Errors in Examination Papers and Other Educational Assessment Instruments
Author: Suto, Irenka
Date: 2021-00-00
Type: Journal Articles
Subjects: Testing Problems,Educational Testing,Test Construction,Work Environment,Systems Approach,Best Practices,Models,Organizational Culture

Errors in examination papers and other assessment instruments can compromise fairness. For example, a history question containing an incorrect historical date could be impossible for students to answer. Incorrect instructions at the start of an examination could lead students to answer the wrong number of questions. As there is little research on this issue within the educational assessment community, we reviewed the literature on minimizing errors in other industries and domains, including aviation, energy, and medicine. We identified generalizable principles and applied them to our context of educational assessment. We argue that since assessment instrument construction is a complex system comprising numerous interacting components, a holistic approach to system improvement is required. Assessment instrument errors stem primarily from human failure. When human failure occurs, it is not good enough to suggest that 'to err is simply human'. Instead it is necessary to look deeper, evaluating the latent working conditions that underpin the efficacy of procedures, making the human failure more or less likely. Drawing from the aviation industry's ergonomic SHELLO model, we articulate and explore three of the most critical working conditions that relate to our context: (i) time pressure, (ii) workload and stress, and (iii) wider organizational culture, including good error data collection. We conclude with recommendations for best practice in minimizing errors in assessment instruments. A 'good' error culture should be promoted, which avoids blaming individuals. Errors should be acknowledged readily by all, and system owners should take a scientific approach to understanding and learning from them.
Turkish Teachers&apos; Views Regarding the Use of Digital Story Telling in Turkish Lessons
Author: Kahtali, Bahar Dogan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Story Telling,Educational Technology,Technology Uses in Education,Teaching Methods,Knowledge Level,Technological Literacy,Turkish,Language Skills,Writing Skills,Speech Skills,Listening Skills,Reading Skills,Language Arts

With some innovations brought by the age of technology and science, storytelling has also gained different dimensions. Digital storytelling has emerged with the addition of elements such as sound, video, image, effect and music to traditional storytelling and sharing these stories on digital media. In this study, it was aimed to determine the views of Turkish teachers about using digital storytelling in Turkish lessons. Case study, one of the qualitative research methods, was used in the study. The participants of the study consisted of 20 Turkish teachers who were determined through easily accessible situation sampling, one of purposeful sampling methods. The &quot;Semi-Structured Interview Form&quot; developed by the researchers was used to determine the teachers' views on using digital storytelling in their lessons. Teachers' views were analyzed through content analysis. As a result of the research, it was seen that most of the teachers did not have detailed knowledge about digital storytelling. It was determined that the digital literacy skills of teachers were not at the desired level. Teachers stated that they consider digital storytelling as a suitable teaching tool to be used in Turkish lessons, digital storytelling is an effective learning tool and that can support the development of the four basic language skills, especially listening and writing skills.