ethanporcaro/eric-fulltext-meta huggingface dataset:
On the Development and Validation of a Scale of Test Impact on Test Takers (TITT)
Author: Samaie, Mahmood
Date: 2017-10-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Test Results,Measures (Individuals),Questionnaires,Factor Structure,Test Reliability,Foreign Countries,College Students,College Entrance Examinations,Language Tests,English (Second Language),High Stakes Tests

Test impact, widely recognized as the influence of testing on learning and teaching, affects a set of stakeholders including test takers. This study defines the construct of test impact on test takers and describes the construction and validation of the scale of test impact on test takers (TITT). 410 participants having passed a language test in University Entrance Examination (UEE) were asked to answer the questionnaire containing 64 items. Exploratory factor analysis was applied in the study and yielded evidence for the expected five factor structure of the TITT scale, including the components of test results, test awareness, test experience, test importance, and test sociocognitive effects. The final TITT Scale and its subscales consisting of 56 items demonstrated an acceptable internal consistency and expected levels of stability of the responses across time. Cronbach's alpha was 0.93 for the global TITT scale and between 0.78 and 0.88 for the five subscales. Implications are discussed and suggestions are provided for possible utilization and improvement of the scale, and future validity testing.
The Relationship among Academic Discipline, Gender and Total Exam Score on Test-Taking Strategies: The Case of the General English Section of the National Iranian PhD Entrance Exam
Author: Kheirzadeh, Shiela
Date: 2017-10-00
Type: Journal Articles
Subjects: College Entrance Examinations,Doctoral Programs,Foreign Countries,Test Wiseness,Intellectual Disciplines,Gender Differences,Scores,English (Second Language),Language Tests,High Stakes Tests,Graduate Students

The investigation of test-taking strategies is a crucial aspect of test validation studies especially if the test is a high-stakes one. The purpose of this study was to uncover if gender, academic discipline and the total exam score influence on the test-taking strategies employed by the candidates of the General English Section of the National Iranian PhD Entrance Exam which is a high-stakes test in Iran. Four sub-components of the strategies, namely, cognitive/metacognitive, test wiseness, time management and emotional strategies were investigated. The MANOVA results indicated no statistically significant difference between male and female exam candidates in the employment of strategies. However, Engineering and Basic Sciences academic discipline candidates outperformed the Humanities in the application of cognitive/metacognitive and test wiseness strategies. Moreover, the total exam score was influenced by the emotional strategies. The findings of this pioneering study also have implications for test designers, curriculum developers and teachers.
Learners&apos; Attitudes toward Using Dynamic Assessment in Teaching and Assessing IELTS Writing Task One
Author: Babamoradi, Parvin
Date: 2018-03-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Alternative Assessment,English (Second Language),Language Tests,Second Language Learning,Writing Tests,Writing Instruction,Second Language Instruction,Computer Assisted Testing,Adult Students

Regarding the importance and complexity of writing among the EFL language learners, this study explored the learners' attitudes toward teaching and testing writing through Computerized Dynamic Assessment (CDA). The participants of this study were 22 Iranian upper-intermediate EFL learners. All the participants were adults and participated in this study voluntarily. To meet the aim of the study, the researchers developed software which contained 11 series of multiple-choice questions tests. Throughout each test, participants received feedback based on their needs and within their Zone of Proximal Development (ZPD). After each session and test, the learners were required to write down their attitudes toward the effectiveness of CDA in teaching and testing writing. The participants wrote their attitudes in a form of diary. At the end, their diaries were analyzed and it was revealed that all the learners had positive attitudes toward the implementation of CDA in teaching writing.
Classroom Translation Assessment Techniques: How Can We Tell What/How Our Students Are Translating?
Author: Sharififar, Marzieh
Date: 2018-10-00
Type: Journal Articles
Subjects: Translation,Student Evaluation,Evaluation Methods,Undergraduate Students,Student Attitudes,College Faculty,Teacher Attitudes

Translation assessment has usually been problematic for theoreticians, curriculum developers and university lecturers. In this study, we propose methods for translation assessment. The authors search to elaborate assessment aspects of translation to reduce rater subjectivity in scoring and define what factors should be taken into account in assessing translated texts by developing a new model for the evaluation and scoring of translations. Accordingly, the existing methods for the assessment and evaluation of translations were reviewed and subsequently, two questionnaires were administered to a total of number of 10 translation lecturers inquiring about their methods for assessing students' translations and about 45 translation students about the way their instructors assess their translation tasks. Based on the results obtained from both questionnaires and also the existing scales of assessment, the study shows a significant difference between the views of the two groups under investigation.
Psychometric Evaluation of the Speeded Cloze-Elide Test as a General Test of Proficiency in English as a Foreign Language
Author: Zare, Samaneh
Date: 2018-10-00
Type: Journal Articles
Subjects: Cloze Procedure,Timed Tests,Language Tests,English (Second Language),Language Proficiency,Psychometrics,Test Validity,Test Reliability,Reading Comprehension,Undergraduate Students,Foreign Countries,Second Language Learning,Multiple Choice Tests,Reading Tests,Correlation

In this study, the cloze-elide test was developed and administered under time constraints. This research is aimed to examine the validity and reliability of the speeded cloze-elide test and investigate its relationship with reading comprehension, C-Test, and multiple-choice cloze test. Processing speed is a vital indicator to distinguish high to low levels of language proficiency. The obtained test scores of the test takers' performance in the restricted time reveal their level of overall language proficiency. One-hundred fifty Iranian undergraduate English students were selected to participate in this study. A reading comprehension test, C-tests, multiple-choice cloze tests and speeded cloze-elide tests were presented to the students. The Cronbach's alpha reliability revealed that speeded cloze-elide test is highly reliable. Moreover, the principal component analysis resulted in the presence of one component which supports the unidimensionality of the data. The findings also illustrated that the C-Test is a slightly better measure of reading comprehension than multiple-choice cloze test and speeded cloze-elide test. Based on the analysis of data, time limitations increase the test validity and test reliability on the cloze-elide test.
Psychological Distress among Students in Enabling Education: An Exploratory Study
Author: Nieuwoudt, Johanna E.
Date: 2021-04-00
Type: Journal Articles
Subjects: Stress Variables,Mental Health,Well Being,At Risk Students,Undergraduate Students,Student Characteristics,Age Differences,Anxiety,Depression (Psychology),Correlation,Incidence,Severity (of Disability),Academic Achievement,Transitional Programs,Foreign Countries

Studying at university can be a transformative experience; however, it can also be a stressful experience for many students. Research has shown that university students experience rates of psychological distress at higher rates than the general population. However, studies investigating the mental health of students enrolled in enabling programs are largely lacking. This study investigated the prevalence and severity of psychological distress among students enrolled in an enabling program at a regional university in Australia. The data provides evidence of high levels of psychological distress in enabling students, with the majority of students (95%) experiencing above normal levels of psychological distress. Significant inverse relationships were found between age and depression, and age and anxiety. No significant relationship was found between age and stress, gender, and psychological distress, nor between study mode and psychological distress. These findings suggest that enabling students are a high-risk population for mental health problems. The results highlight the need for further research on the psychological wellbeing of enabling students, to improve students' mental wellbeing and prevent the development of mental illness. High psychological distress is associated with reduced academic performance, but it can also lead to a lower quality of life and increased morbidity and mortality.
In Search of Understanding Biographical Ageing -- A Research-Based Concept
Author: Malec-Rawinski, Malgorzata
Date: 2021-04-00
Type: Journal Articles
Subjects: Biographies,Aging (Individuals),Lifelong Learning,Older Adults,Immigrants,Foreign Countries,Experience,Learning Processes,Gerontology

The aim of the article is to understand ageing as a process of lifelong learning through a whole variety of experiences, to consider what ageing in a biographical perspective means, and to investigate the process of biographical ageing within identity formation. The method of the project was based on the employment of in-depth narrative interviews with older Polish migrants now living in Sweden. The author argues that ageing is a natural process of the life cycle and is socially and culturally constructed and that consequently everyone experiences this process individually. One of the paper's conclusions is that we do not age according to the numbers of years we live, but due to our life experience and the social-historical contexts in which we have lived. Furthermore, we age due to the biography we re/ construct while we are ageing during our life course. Ageing, from a biographical perspective, is a learning process in which people re/ construct their lives with social, educational and cultural contexts and from which they draw from their experiences relating to social practices and historical events.
Self-Determination and Inclusion: The Role of Canadian Principals in Catalyzing Inclusive-Positive Practices
Author: MacCormack, Jeffrey William Harris
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Determination,Inclusion,Administrator Role,Principals,Foreign Countries,Professional Autonomy,Competence,Attitude Change,Experience,Elementary Secondary Education,Psychological Needs,Motivation,Leadership Styles

While the placement of students with complex learning needs in Canadian classrooms may be mandated in policy, the development of inclusive-positive practices requires direct, and at times delicate, support and encouragement from principals. Without genuine engagement and buy-in from school staff, students in inclusive classrooms may not find meaningful opportunities in those spaces. The framework of self-determination theory provides a path by which principals can catalyze attitudinal changes (autonomy), best practices (competences), and enriched community relationships (relatedness). This study includes interviews with 21 principals. The findings of this study suggest that affecting attitudinal changes requires specific and comprehensive practices.
Professional Teaching Competence in Preservice Primary School Teachers: Structure, Criteria and Levels
Author: Zhumash, Zhanara
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Preservice Teachers,Elementary School Teachers,Preservice Teacher Education,Professional Identity,Aspiration,Empathy,Communication Skills,Leadership Qualities

Competency beliefs are beliefs about individuals' ability to perform significantly regarding events that may affect their lives. People with higher levels of teaching competency beliefs do not escape from the experiences they have just encountered and have the determination to complete their actions successfully. Having general competencies of teachers and teacher candidates is of key importance in terms of creating more efficient and improving educational processes. Therefore, this study aimed to provide a systematic review on structure, criteria, and levels of professional teaching competence levels of preservice primary school teachers based on a comprehensive literature review. The study employs qualitative research methodology including document analysis and related content analysis. Various results were obtained from this study and the results were discussed with relevant literature and future implications are provided.
Saudi Education Postgraduates&apos; (Trainee Teachers&apos;) Perspectives on Distance Education
Author: Alghamdi, Amani Khalaf H.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Beginning Teachers,Teacher Attitudes,Distance Education,Technology Integration,Educational Technology,Technology Uses in Education,Program Effectiveness,Barriers,COVID-19,Pandemics,School Closing,Teacher Education Programs,Masters Programs,Technological Literacy,Teacher Role,Teacher Competencies,Teaching Methods

The purpose of this exploratory study undertaken in Saudi Arabia is to understand how in-service and new teachers perceive distance education. The study involved nineteen male and female postgraduates who were pursuing an education master's degree during the COVID-19 pandemic. This is a qualitative research asking participants to provide a 300-word response to the open-ended question: &quot;How will you implement what you have learnt in your studies so that distance education can be effectively provided and convince others of the merit of this approach?&quot; The task was presented in Arabic and the complete assignments were returned electronically. The 11,181-word corpus underwent content and thematic analyses yielding eight themes. Participants addressed issues pertinent to teaching and learning, equity in technological access and digital literacy. To make DE in Saudi Arabia successful, thorough preparation of involved parties, including educators and learners, and their digital teaching and learning skills should be mastered.
An Investigation on Quantum Learning Model
Author: Zeybek, Gülçin
Date: 2017-12-00
Type: Journal Articles
Subjects: Learning Processes,Educational Research,Instructional Effectiveness,Teaching Methods,Academic Achievement

Today, the importance of education has increased even more in terms of raising qualified individuals. According to researches on the development of upper mental skills and abilities, it has been found out that students who are actively involved in the learning process learn better. In result of information interactions, treasury is changing and increasing. To adjust to this changing, people have to improve their skills and abilities effectively; hence, various methods and techniques have been developed in education. One of them is quantum learning which a model is becoming widespread. This research includes a literature review regarding quantum learning model and suggestions given light of the related literature.
Technology Use Attitudes of Teachers in the Field of Special Education
Author: Dalbudak, Ibrahim
Date: 2021-03-00
Type: Journal Articles
Subjects: Special Education Teachers,Teacher Attitudes,Educational Technology,Technology Uses in Education,Foreign Countries,Teacher Characteristics,Age Differences,Students with Disabilities,Athletics,Gender Differences

Information and communication technologies are extremely effective in the education of children with autism, that is, in special education, just as they are a part of our lives and affect all areas of our lives. This study was made to determine the attitudes of the teachers in the field of special education towards these technologies. 124 teachers among the teachers in the field of special education working in Izmir province participated in the study voluntarily. In the study, &quot;Personal Information Form&quot; and &quot;Information and Communication Technologies Attitude Scale&quot; developed by Günbatar (2014) to determine the level of information and communication technologies use of teachers in the field of special education were used. The data obtained were evaluated in the SPSS 23 package program. In analyzing the data, ANOVA and t-test were used for the general scale among the &quot;Mann Whitney U&quot; and &quot;Kruskal Wallis 1 Way ANOVA&quot; tests. In addition, in cases where significant differences exist, the scales at which the differences occur were determined by using &quot;Dunn's Nonparametric Comparison&quot; for subscales and &quot;Tukey Post Hoc&quot; test for general scale. As a result of the findings obtained, there is a significant difference as the age of teachers changes and according to that they have special students do sports, sports are effective on special students according to their gender, there is no significant difference according to the persistence of the knowledge that special students want to be taught while playing games, and according to their status of finding technological opportunities sufficient. As a result, we can say that as teachers' attitudes towards technology are positive, students with or without disabilities can learn information in a short time.
Research Trends in Dynamic Geometry Software: A Content Analysis from 2005 to 2021
Author: Öndes, Rabia Nur
Date: 2021-00-00
Type: Journal Articles
Subjects: Trend Analysis,Educational Trends,Geometry,Computer Software,Content Analysis,Educational History,Educational Technology,Secondary School Mathematics,Data Collection,Data Analysis

Dynamic geometry software (DGS), especially GeoGebra, have been used in mathematics lessons around the world since it enables a dynamic learning environment. To date, there exist so many published researches about DGS, which leads to the need for meaningful organisation. This study aims to give a broad picture about researches related to DGS. For this reason, 210 articles accessed from the Web of Science database were analysed in terms of their purpose, research design, sample level, sample size, data collection tools and data analysing methods by using the content analysis method. According to the findings, for each section the most frequently used ones were as follows: 'the effect of DGS on something' as a purpose, qualitative method as a research design, high school students as a sample level, 101-300 intervals as a sample size, documents and achievement tests as instruments and descriptive analysis for quantitative and qualitative studies. These results can help researchers to see the past trends in DGS and conduct new studies.
Try before You Buy: Using Enabling Programs to Negotiate the Risks of Higher Education
Author: Jarvis, Lynn
Date: 2021-04-00
Type: Journal Articles
Subjects: Higher Education,Risk,Access to Education,Foreign Countries,Program Evaluation,College Students,Nontraditional Students,Student Attitudes,Capacity Building

For some students, entering higher education entails considerable risk -- that is, the potential for harm or uncertainty. This is particularly true for students entering university via an alternative entry, enabling program. This study explored student experiences in Tasmania, Australia, as they progressed through their first semester of study in an enabling program, using the lens of risk to consider the issues and challenges they faced, and the strategies they employed to negotiate these. Qualitative data were collected from both students and staff via semistructured interviews. A complex and nuanced relationship between risk and opportunity emerged. While considerable risk was clearly evident, students and staff both preferred a narrative of opportunity. However, this narrative did not prevent students from proactively managing risk. In this process, the enabling program emerged as a 'safe space' where risk could be unpacked and managed and where they could 'try out' university. These findings highlight the considerable strengths enabling-program students bring to their university experience, sitting in opposition to the more common characterisation of such students as disadvantaged and lacking. They also challenge the way in which enabling-program outcomes are measured, particularly in terms of attrition, rendering current understandings of them incomplete.
Classifying Master&apos;s and PhD Theses Whose Titles Contain Concept of &quot;Critical Thinking&quot; by Different Variables
Author: Arslantas, Süleyman
Date: 2017-12-00
Type: Journal Articles
Subjects: Classification,Masters Theses,Doctoral Dissertations,Critical Thinking,Thinking Skills,Content Analysis,Databases,Departments,Gender Differences,Supervisors,Intellectual Disciplines,Research Methodology,Occupations,Foreign Countries

Independent and original thinking are the concepts which define critical thinking. A critical thinker doesn't passively accept other people's views and thoughts, on the contrary he constitutes his own thoughts by analyzing them. This independence liberates his mind, heart and actions (Doganay and Ünal, 2006). In this context, the definition of critical thinking can be summarized as reaching a conclusion by reasoning (collecting information for a present situation, defining assumptions and evidences, discussing the defined evidences and inferring and synthesizing) on a problem or a situation (Demirel, 2006). Critical thinking becomes a basic skill in occupational groups. To improve the quality of the services people get, all professionals, especially doctors, teachers, architects, lawyers, nurses, builders, must have the ability to think critically. This study aims to classify the master's and PhD theses whose titles contain the concept of &quot;critical thinking&quot; by different variables. The data were collected from the 211 master's and PhD theses completed between 1999-2014 and registered to database of Council of Higher Education. This study was conducted through descriptive survey model and descriptive statistics were used in the analysis process. Thesis were examined and classified under the following topics; (1) academic level, (2) the universities in which they were prepared, (3) preparation year, (4) research method, (5) research model, (6) education level of the participants, (7) departments in which they were prepared (8) gender of the researchers, (9) degree of the supervisors (10) number of pages. At the end of the study it was found that most of the theses about critical thinking were master's theses and they were prepared in well-established universities. There are hardly any theses prepared in private universities. The number of theses about critical thinking reached its top point between 2009-2012. While most of the master's theses were conducted through quantitative method, most of the PhD theses were conducted through mixed and experimental designs. The participants of most of the theses about critical thinking were university and primary school students. Teachers and nurses participated in more theses than other occupational groups. Most of the theses about critical thinking were conducted in the field of education. nursing and heath care departments takes the second place. However, it is interesting that hardly any theses were conducted in the fields of law, politics, public administration, sociology and psychology. Another interesting point is that most of the theses were prepared by female researchers.