ethanporcaro/eric-fulltext-meta huggingface dataset:
Determination of Cyber Accessibility of Teacher Made Tests/Exams
Author: Ozdemir, Gulden
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Made Tests,Test Format,Computer Assisted Testing,Foreign Countries,Secondary School Teachers,Language Tests,Mathematics Tests,Science Tests,Social Studies,Teacher Attitudes,Student Attitudes,Parent Attitudes

This study aims at determining the cyber accessibility of teacher-made exams by analyzing the teachers', students', and parents' views on this subject. To fulfill this purpose, 60 exam papers in 4 different courses, including Turkish, Mathematics, Science, Social Studies/Atatürk's Principles and Revolutions, were examined through the technique of document analysis. Also, nine teachers, nine students, and nine parents were interviewed through semi-structured interview forms. According to the results, the level of cyber accessibility of secondary school teacher-made exams were; 87% for Turkish, 51% for mathematics, 99% for Science, and 88% for Social Studies/Atatürk's Principles and Revolutions courses. The highest level of cyber accessibility was found in multiple-choice and open-ended questions for Turkish courses, true-false questions for mathematics courses, open-ended, true-false, matching, and gap-filling questions for the Science courses and open-ended questions for Social Studies/Atatürk's Principles and Revolutions courses. Students and parents stated that they make use of cyber accessible websites while preparing for teacher-made exams. On the other hand, teachers indicated that they perceived themselves incompetent in assessment and evaluation.
Examination of Common Exams Held by Measurement and Assessment Centers: Many Facet Rasch Analysis
Author: Kaya Uyanik, Gulden
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 6,Standardized Tests,Test Items,Item Response Theory,Test Theory,Measurement Techniques,Evaluation Methods,Thinking Skills,Difficulty Level

This paper aims to examine and assess the questions included in the &quot;Turkish Common Exam&quot; for sixth graders held in the first semester of 2018 which is one of the common exams carried out by The Measurement and Evaluation Centers, in terms of question structure, quality and taxonomic value. To this end, the test questions were examined by three specialists with expertise in different fields in terms of structure, content, and taxonomic values. The test questions were then rated by raters with expertise in different fields according to the criteria set by the researchers. Hence, the study employed the descriptive survey model. The data obtained from the assessment of the questions were analyzed using the Many Facet Rasch Model (MFRM). According to the findings, of the 20 questions included in the exam, 5 (five) are in the category of &quot;Remembering&quot;, 12 (twelve) in the category of &quot;Understanding&quot;, 2 (two) in the category of &quot;Analyzing&quot; and 1 (one) in the category of &quot;Evaluating.&quot; Accordingly, the number of questions that measure higher-order thinking skills was lower than the number of lower-level questions. In addition, the study contained three facets: raters, tasks (items), and criteria. There were no differences among the raters (a Turkish Education Specialist, a Program Development Specialist, and a Testing and Assessment Specialist) in terms of severity and leniency: all the raters were in agreement. Finally, in this study, the questions met the criteria measuring the structural features, while they failed to meet the criteria measuring the quality and clarity.
A Comparison of Latent Class Analysis and the Mixture Rasch Model Using 8th Grade Mathematics Data in the Fourth International Mathematics and Science Study (TIMSS-2011)
Author: Toker, Turker
Date: 2021-00-00
Type: Journal Articles
Subjects: Multivariate Analysis,Structural Equation Models,Item Response Theory,Achievement Tests,Foreign Countries,Elementary Secondary Education,Mathematics Achievement,International Assessment,Mathematics Tests,Grade 8,Psychometrics,Test Validity,Educational Research

This study provides a comparison of the results of latent class analysis (LCA) and mixture Rasch model (MRM) analysis using data from the Trends in International Mathematics and Science Study -- 2011 (TIMSS-2011) with a focus on the 8th-grade mathematics section. The research study focuses on the comparison of LCA and MRM to determine if results obtained differ when the assumed psychometric model differs. Also, a log-linear analysis was conducted to understand the interactions between latent classes identified by LCA and MRM. Response data to the three booklets were used to run latent class analysis using Mplus 7.31 (Muthén &amp; Muthén, 2012a) for LCA and WINMIRA (von Davier, 2001a). The findings of this paper do not reveal unequivocally whether a model based on primarily qualitative differences (LCA), that is, different strategies, instructional differences, curriculum etc. or a model including additional factors of quantitative differences within strategies (MRM) should be used with this particular dataset. Both of the tests provided similar results with more or less similar interpretations. Both techniques fit the data similarly, a result found in prior research. Nonetheless, for tests similar to TIMSS exams, item difficulty parameters can be useful for educational researchers giving potential priority to use of MRM.
Classification of Scale Items with Exploratory Graph Analysis and Machine Learning Methods
Author: Koyuncu, Ilhan
Date: 2021-00-00
Type: Journal Articles
Subjects: Classification,Graphs,Factor Analysis,Decision Making,Factor Structure,Validity,Monte Carlo Methods,Simulation,Evaluation Methods,Goodness of Fit,Item Analysis,Artificial Intelligence

In exploratory factor analysis, although the researchers decide which items belong to which factors by considering statistical results, the decisions taken sometimes can be subjective in case of having items with similar factor loadings and complex factor structures. The aim of this study was to examine the validity of classifying items into dimensions with exploratory graph analysis (EGA), which has been used in determining the number of dimensions in recent years and machine learning methods. A Monte Carlo simulation was performed with a total number of 96 simulation conditions including average factor loadings, sample size, number of items per dimension, number of dimensions, and distribution of data. Percent correct and Kappa concordance values were used in the evaluation of the methods. When the findings obtained for different conditions were evaluated together, it was seen that the machine learning methods gave results comparable to those of EGA. Machine learning methods showed high performance in terms of percent correct values, especially in small and medium-sized samples. In all conditions where the average factor loading was .70, BayesNet, Naive Bayes, RandomForest, and RseslibKnn methods showed accurate classification performances above 80% like EGA method. BayesNet, Simple Logistic and RBFNetwork methods also demonstrated acceptable or high performance under many conditions. In general, Kappa concordance values also supported these results. The results revealed that machine learning methods can be used for similar conditions to examine whether the distribution of items across factors is done accurately or not.
Investigation of Measurement Invariance According to Home Resources: TIMSS 2015 Mathematical Affective Characteristics Questionnaire
Author: Cakici Eser, Derya
Date: 2021-00-00
Type: Journal Articles
Subjects: Measures (Individuals),Test Validity,Family Environment,Achievement Tests,Foreign Countries,Mathematics Tests,International Assessment,Mathematics Achievement,Grade 4,Factor Analysis,Family Financial Resources

This study aimed to examine the measurement invariance of the mathematical affective characteristics model obtained from TIMSS 2015 4th grade Turkey administration according to home resources. For this purpose, firstly, the factor structure of the mathematical affective characteristics questionnaire was examined by explanatory factor analysis and Velicer's maximum average partial (MAP) test. It was revealed that the questionnaire had three factors. Then the structure was validated by confirmatory factor analysis. In the next stage, multigroup confirmatory factor analysis was employed with a purpose to examine whether the model displayed measurement invariance across the variables of home resources such as internet connection, heating system, cooling system, and dishwasher. The results showed that the strict measurement invariance of the mathematical affective characteristics model was achieved among the subgroups of each of the internet connection, heating system, cooling system, and dishwasher variables. Accordingly, means, variance, covariances, and item residual variances in the subgroups were found to be similar. According to the results of the study, the comparison of the mathematical affective characteristics model based on the home resources is found to be significant and comparisons made show that possible differences arise from the relevant home resource.
MonteCarloSEM: An R Package to Simulate Data for SEM
Author: Orcan, Fatih
Date: 2021-00-00
Type: Journal Articles
Subjects: Monte Carlo Methods,Structural Equation Models,Accuracy,Computer Software,Open Source Technology,Statistical Analysis

Monte Carlo simulation is a useful tool for researchers to estimated accuracy of a statistical model. It is usually used for investigating parameter estimation procedure or violation of assumption for some given conditions. To run a simulation either the paid software or open source but free program such as R is need to be used. For that, researchers must have a good knowledge about the theoretical procedures. This paper introduces the R package called MonteCarloSEM. The package helps to simulate and analyze data sets for some simulation condition such as sample size and normality for a given model. Also, an example is given to show how the functions within the package works.
Information Technology Teachers&apos; Perceived Roles and Status = Bilisim teknolojileri ögretmenlerinin algilanan rolleri ve statüsü
Author: Çiftci, Serdar
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Information Technology,Teacher Attitudes,Teacher Role,Teacher Characteristics,Preservice Teachers,Student Evaluation of Teacher Performance,Expectation,Relevance (Education),College Students,College Faculty,Student Attitudes,Teacher Competencies

This study focused on examining how the roles and responsibilities of teachers about information technologies in Aydin district/Turkey are perceived. Qualitative research method was used in the study and descriptive content analysis was done. Computer and instructional technology department academic staff, students and information technology teachers were interviewed via semi-structured interview forms. According to research findings; it was observed that the works expected from the teachers have spread to a wide range of technology. Qualities of the ideal information technology teacher include, following developments in the field, using them in daily life, being prone to interdisciplinary work, dominating not only the application dimension of the field but also the theoretical concepts. According to participants' opinion, the status of teachers of information technology is expected to gain even more importance due to the increasing use of technology in society. [Appendices include questionnaires. This study was presented at XV. European Conference on Social and Behavioral Sciences as an oral presentation.]
The Family Involvement in Different Early Childhood Curricula and Approaches in the World = Dünyadaki farkli erken çocukluk egitimi program ve yaklasimlarinda aile katilimi
Author: Yildiz, Cansu
Date: 2018-00-00
Type: Journal Articles
Subjects: Family Involvement,Family School Relationship,Child Development,Elementary Education,Early Childhood Education,Montessori Schools,Reggio Emilia Approach,Culturally Relevant Education,Creativity,Foreign Countries

Family involvement, an important element of effective early childhood education programs, is crucial for children's learning processes and development. With family involvement, while families have the opportunity of participating and contributing to their children's development and learning processes schools gain unique information about children's interests, needs and experiences. A positive cooperation to be developed between families and schools helps children to integrate home and school lives. The aim of this study is to present the current situation by reviewing the literature in terms of family involvement and discuss and compare the family involvement dimension of the Primary Years Program (PYP), Montessori, Reggio Emilia, Creative Curriculum and Te Whariki programs, which are early childhood education programs and approaches around the world. For this purpose, a review study has been conducted.
Item Objective Congruence Analysis for Multidimensional Items: Content Validation of a Reading Test in Sri Lankan University
Author: Ismail, Fouzul Kareema Mohamed
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Test Items,Content Validity,Reading Tests,Undergraduate Students,Cognitive Processes,Item Analysis,Specialists,Test Construction,Test Validity,Second Language Learning,Second Language Instruction,English (Second Language)

This paper presents the findings of a study that intended to seek the content validity (CV) evidence of an instrument to measure the reading ability of university students in Sri Lanka. The reading passages and items were adapted from CEFR aligned Learning Resource Network (LRN) materials. The items were designed based on the cognitive processing involved in completing each reading task as prescribed by Khalifa and Weir (2009). As a part of collecting evidence for content validation of the instrumentation, Item Objective Congruence (IOC) analysis is used in this study. In IOC, the congruence between the cognitive processing of reading and the test items were studied providing quantified data for CV. A pool of twelve experts examined a total of 41 test items against eight cognitive processing effectively. As the experts had chosen more than one objective for an item, the IOC formula simplified by Crocker and Aligna (1986) for multi-dimensional assessment of multiple combinations of skills was applied in the present study. The findings of the IOC indicate the experts' varying degrees of agreement in terms of what some of the items were designed to assess. 38 items had acceptable IOC indices, one item was removed from the study and two items were modified. Items having high congruence show that they test only one skill and those indicating low congruence notify that, items assess more than one cognitive processing skill. The study demonstrates the utility of the IOC method in gathering evidence for CV. Test development and validation are crucial in assessment which is the first and foremost process to evaluate educational management.
Investigation of Teacher Support and Teacher Training during the COVID-19 Pandemic: Tools and Skills Moving the Classroom Forward
Author: Suksawas, Wannaprapha
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Faculty Development,Technological Literacy,Pedagogical Content Knowledge,Second Language Learning,Second Language Instruction,Foreign Countries,Online Courses,Masters Programs,Teacher Attitudes,Language Teachers,Graduate Students,Teaching Methods,Computer Use,Learning Processes,Course Content,Relevance (Education)

Teaching remotely from home is now compulsory for lecturers as schools across the globe have closed due to the COVID-19 pandemic. A marriage of technology and teacher training is required to help educators deliver lessons effectively online. This research aimed to 1) investigate the type of technological support teachers need to teach online during and after the COVID-19 pandemic; 2) identify the type of teacher training needed during and after the pandemic; and 3) assess teachers' satisfaction towards their training in relation to their needs. This study utilized a mixed methods research design and included a sample of 59 teachers studying for a Master's degree in Curriculum and Instruction, majoring in English language at an open university in Thailand. Data were analyzed using the Statistical Package for the Social Sciences (SPSS) to compute means and standard deviations. In addition, qualitative data derived from a questionnaire were analyzed using typological analysis. The research findings showed: 1) the &quot;fundamental technologies&quot; teachers need for online teaching include computers or other computing devices, a reliable and stable-as-possible internet connection, a microphone, and a headset and camera; and 2) the task of implementing engaging lessons online and supporting students to use ICTs for projects or class work placed particular training demands on teachers. Specifically, they required: (1) training to build knowledge of the basic functions for undertaking virtual teaching and learning; (2) access to meaningful and relevant content to create lessons for students, and (3) online worksheets and projects for students.
EFL Learners&apos; Perceptions Regarding the Use of Busuu Application in Language Learning: Evaluating the Technology Acceptance Model (TAM)
Author: AlDakhil, Mada
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Student Attitudes,Computer Oriented Programs,Handheld Devices,Social Media,Usability,Secondary School Students,Computer Assisted Instruction,Second Language Instruction,Affordances

After the exceptional circumstances the whole world has experienced due to the COVID-19 pandemic, students have become digital natives who seek learning that overcomes the barriers of place and time. This mixed-methods study aimed at investigating EFL learners' perceptions regarding the application of Busuu in language learning, by applying the Technology Acceptance Model (TAM). The participants were 58 first secondary stage students in a Saudi private school. An online survey and a semi-structured interview were used to collect data. The results revealed that EFL learners have a positive attitude towards Mobile Assisted Language Learning (MALL). Additionally, according to the TAM, the participants found the language application Busuu useful and easy to use. They also thought of Busuu as a valuable resource for language learning, which increases their motivation to be autonomous learners. However, in addition to the TAM components, the results also showed that affordance and joyfulness could be strong indicators of learners' acceptance of a particular technology. Moreover, the results revealed that mobile applications might be more helpful for beginner learners than advanced ones. On the other hand, the findings also showed that Busuu might distract learners from doing their homework. Besides, the regular use of Busuu might be harmful to their eyes due to the small mobile screen size. For further research, the recommendation includes a large sample size in addition to a long-term study of EFL learners' perception towards Busuu in normal classroom circumstances.
Online Teaching of Productive Language Skills (PLS) during Emergency Remote Teaching (ERT) in EFI Classrooms: A Phenomenological Inquiry
Author: Nayman, Hüma
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Teachers,Distance Education,School Closing,Online Courses,Teacher Attitudes,Language Skills,Barriers,Teaching Methods,Expressive Language,Elementary School Teachers,Secondary School Teachers

This study aims to explore the experiences of English as a Foreign Language (EFL) teachers in teaching productive skills during emergency distance learning (ERT) and the COVID-19 pandemic and their recommendations for teaching productive skills online. Phenomenological inquiry, which is one of the qualitative designs, was employed to conduct the study. It took place in the 2020-2021 academic year in Turkey. Participants of the study consisted of 16 English as a Foreign Language teachers. Convenience sampling was executed to designate the study participants. The main data collection tool was semi-structured interview questions and data was collected via individual interviews, a focus group interview and via form by e-mail. Content analysis was administered in the data analysis process. Study results explored teachers mostly agreed on the fact that online education had its advantages such as easy materials access and online tools and some disadvantages such as lack of interaction, lack of scaffolding, internet access problems and learner-related problems. Also, they stated that it was hard to engage learners during the process, so they used games, authentic materials, videos, discussions and web 2.0 tools to provide engagement. Teachers discovered new online platforms and tools to make their lessons efficient. They mostly suggested changing the assessment style, making participation compulsory and conducting activities that can engage learners in the learning-teaching process. Consequently, it was seen that teaching productive skills in ERT was challenging in terms of student participation; however, teachers found solutions to it and they thought it was not a bad idea to teach productive skills online, especially speaking. Accordingly, hybrid education can be considered in the future in teaching English and teaching productive skills.
The Use of Web 2.0 Tools in Mother-Tongue Instruction: Teachers&apos; Experiences
Author: Sügümlü, Üzeyir
Date: 2022-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Web 2.0 Technologies,Native Language Instruction,Teaching Experience,Foreign Countries,Secondary School Teachers,Educational Games,Reading Skills,Teacher Attitudes,Barriers

Technological tools have affected education just as all areas of life. Especially nowadays, technological tools are highly utilized in the effective regulation of the teaching-learning process. Web 2.0 tools are included among these technological tools. Web 2.0 tools are used in mothertongue instruction as well as in all disciplines. This study is an attempt to examine the experiences of teachers who use Web 2.0 tools in mother-tongue instruction. We used the phenomenological design, which is one of the qualitative research designs, in our study. We considered the criterion sampling method in determining the participants. As the data collection tool, we administered an interview form to the teachers. Since we could not hold face-to-face meetings during the COVID-19 Pandemic, we used online platforms to interview the participants. Content analysis was used to analyze the data. We analyzed our data through the MAXQDA qualitative data analysis program and presented the results in figures. One of the notable results of our study was that mother-tongue teachers used numerous and different Web 2.0 tools in mother-tongue instruction. Another significant result of our study was that Web 2.0 tools used by teachers made a major contribution to the development of reading, writing, listening, and speaking skills. In addition, we concluded that the use of Web 2.0 tools in mother-tongue instruction had various contributions to both students and teachers.