Subjects -> EDUCATION (Total: 2309 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1959 journals)
    - HIGHER EDUCATION (140 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)

HIGHER EDUCATION (140 journals)                     

Showing 1 - 141 of 141 Journals sorted alphabetically
+E Revista de Extensión Universitaria     Open Access   (Followers: 1)
Academic Leadership Journal     Open Access   (Followers: 34)
Academic Leadership Journal in Student Research     Open Access   (Followers: 4)
African Journal of Teacher Education     Open Access   (Followers: 4)
AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education     Open Access   (Followers: 19)
Ámbito Investigativo     Open Access   (Followers: 12)
American Journal of Engineering Education     Open Access   (Followers: 13)
Arab Journal For Quality Assurance in Higher Education     Open Access  
Arquivos do Museu Dinâmico Interdisciplinar     Open Access  
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
AUDEM : The International Journal of Higher Education and Democracy     Full-text available via subscription   (Followers: 12)
Aula Universitaria     Open Access  
Bangladesh Journal of Medical Education     Open Access   (Followers: 1)
Campus Virtuales     Open Access   (Followers: 3)
Canadian Medical Education Journal     Open Access   (Followers: 11)
Canadian Perspectives on Academic Integrity     Open Access  
Chronicle of Higher Education     Full-text available via subscription   (Followers: 30)
College Student Journal     Full-text available via subscription   (Followers: 7)
Critical Studies in Teaching and Learning (CriSTaL)     Open Access   (Followers: 16)
Educate~     Open Access   (Followers: 4)
Educational Research in Medical Sciences Journal     Open Access   (Followers: 4)
EDUMECENTRO     Open Access  
ENGEVISTA     Open Access  
Enhancing Learning in the Social Sciences     Open Access   (Followers: 7)
Ethics in Science and Environmental Politics     Hybrid Journal   (Followers: 5)
European Journal of Higher Education     Hybrid Journal   (Followers: 57)
Excellence in Higher Education     Open Access   (Followers: 40)
Extensión en red     Open Access  
Formación Universitaria     Open Access   (Followers: 4)
Higher Education Evaluation and Development     Open Access   (Followers: 8)
Higher Education for the Future     Full-text available via subscription   (Followers: 8)
Higher Education of Social Science     Open Access   (Followers: 5)
Higher Education Pedagogies     Open Access   (Followers: 19)
Higher Education Studies     Open Access   (Followers: 59)
Higher Education, Skills and Work-based Learning     Hybrid Journal   (Followers: 39)
Higher Learning Research Communications     Open Access   (Followers: 8)
Högre utbildning     Open Access  
Informing Faculty (IF)     Open Access   (Followers: 1)
Ingeniería Mecánica     Open Access   (Followers: 3)
Innovation in Teaching and Learning in Information and Computer Sciences     Open Access   (Followers: 5)
Integración y Conocimiento     Open Access  
International Journal for Educational Integrity     Open Access   (Followers: 2)
International Journal for Students as Partners     Open Access   (Followers: 1)
International Journal of African Higher Education     Open Access  
International Journal of Doctoral Studies     Open Access   (Followers: 7)
International Journal of Educational Technology in Higher Education     Open Access   (Followers: 30)
International Journal of Engineering Pedagogy     Open Access  
International Journal of Higher Education     Open Access   (Followers: 56)
International Journal of Higher Education and Sustainability     Hybrid Journal   (Followers: 5)
International Journal of Kinesiology in Higher Education     Hybrid Journal   (Followers: 1)
International Journal of STEM Education     Open Access   (Followers: 10)
International Journal of the First Year in Higher Education     Open Access   (Followers: 5)
International Research in Higher Education     Open Access   (Followers: 5)
Interpreter and Translator Trainer     Hybrid Journal   (Followers: 4)
ISAA Review     Full-text available via subscription   (Followers: 1)
J3eA     Open Access   (Followers: 2)
Jesuit Higher Education : A Journal     Open Access  
Journal for Education in the Built Environment     Open Access   (Followers: 3)
Journal for the Study of Postsecondary and Tertiary Education     Open Access  
Journal of Academic Writing     Open Access   (Followers: 6)
Journal of Advanced Academics     Hybrid Journal   (Followers: 9)
Journal of Applied Research in Higher Education     Hybrid Journal   (Followers: 49)
Journal of Biomedical Education     Open Access   (Followers: 2)
Journal of Collective Bargaining in the Academy     Open Access   (Followers: 1)
Journal of College Counseling     Partially Free   (Followers: 4)
Journal of College Teaching & Learning     Open Access   (Followers: 13)
Journal of Community Engagement and Higher Education     Open Access   (Followers: 12)
Journal of Critical Scholarship on Higher Education and Student Affairs     Open Access   (Followers: 2)
Journal of Learning Development in Higher Education     Open Access   (Followers: 38)
Journal of Microbiology & Biology Education     Open Access   (Followers: 7)
Journal of Nursing Education and Practice     Open Access   (Followers: 24)
Journal of Perspectives in Applied Academic Practice     Open Access   (Followers: 7)
Journal of Praxis in Higher Education : JPHE     Open Access   (Followers: 6)
Journal of Problem Based Learning in Higher Education     Open Access   (Followers: 11)
Journal of Science and Research     Open Access   (Followers: 2)
Journal of Service-Learning in Higher Education     Open Access   (Followers: 1)
Journal of Student Affairs in Africa     Open Access   (Followers: 1)
Journal of Student Engagement : Education Matters     Open Access   (Followers: 11)
Journal of Student Financial Aid     Open Access  
Journal of Teacher Education for Sustainability     Open Access   (Followers: 23)
Journal of Teaching and Learning for Graduate Employability     Open Access   (Followers: 1)
Journal of Technology and Science Education     Open Access   (Followers: 15)
Journal of the European Honors Council     Open Access  
Journal of University Teaching & Learning Practice     Open Access   (Followers: 44)
Journal of Veterinary Medical Education     Partially Free   (Followers: 11)
Journal of Women and Gender in Higher Education     Hybrid Journal   (Followers: 3)
Kentucky Journal of Excellence in College Teaching and Learning     Open Access   (Followers: 6)
Kentucky Journal of Higher Education Policy and Practice     Open Access   (Followers: 3)
Land Forces Academy Review     Open Access  
Maine Policy Review     Open Access   (Followers: 2)
Makerere Journal of Higher Education     Full-text available via subscription   (Followers: 2)
Marketing Education Review     Full-text available via subscription   (Followers: 6)
Marketing of Scientific and Research Organizations     Open Access  
Medical Teacher     Hybrid Journal   (Followers: 61)
Merrill Series on The Research Mission of Public Universities     Open Access  
National Teaching & Learning Forum The     Hybrid Journal  
Nauka i Szkolnictwo Wyższe     Open Access  
New Directions for Student Leadership     Hybrid Journal   (Followers: 4)
New Directions in the Teaching of Physical Sciences     Open Access   (Followers: 2)
Nordic Journal of Information Literacy in Higher Education     Open Access   (Followers: 24)
Nursing Education Perspectives     Hybrid Journal   (Followers: 19)
OUSL Journal     Open Access  
Papers in Postsecondary Learning and Teaching     Open Access  
Pedagogia Social. Revista Interuniversitaria     Open Access   (Followers: 1)
Pédagogie Médicale     Full-text available via subscription   (Followers: 2)
Perspectiva Educacional     Open Access   (Followers: 2)
Planet     Open Access   (Followers: 4)
Policy Reviews in Higher Education     Hybrid Journal   (Followers: 3)
Practical Assessment, Research, and Evaluation     Open Access  
PRISM : A Journal of Regional Engagement     Open Access   (Followers: 1)
Prompt : A Journal of Academic Writing Assignments     Open Access  
Recherche & formation     Open Access   (Followers: 1)
Recruiting & Retaining Adult Learners     Hybrid Journal   (Followers: 2)
Research Ethics     Open Access   (Followers: 8)
Research Integrity and Peer Review     Open Access  
Revista d'Innovació Docent Universitària     Open Access  
Revista de Ensino em Artes, Moda e Design     Open Access  
Revista de la Universidad de La Salle     Full-text available via subscription   (Followers: 11)
Revista Digital de Investigación en Docencia Universitaria     Open Access  
Revista Electronica Interuniversitaria de Formacion del Profesorado     Open Access  
Revista Gestão Universitária na América Latina - GUAL     Open Access  
Revista Interuniversitaria de Formacion de Profesorado     Open Access  
RT. A Journal on Research Policy and Evaluation     Open Access   (Followers: 2)
RU&SC. Revista de Universidad y Sociedad del Conocimiento     Open Access   (Followers: 1)
Strategic Enrollment Management Quarterly     Full-text available via subscription   (Followers: 3)
Student Engagement in Higher Education Journal     Open Access   (Followers: 6)
Student Journal of Professional Practice and Academic Research     Open Access  
Student Success : A journal exploring the experiences of students in tertiary education     Open Access   (Followers: 15)
Summer Academe : A Journal of Higher Education     Open Access  
Tartu Ülikooli ajaloo küsimusi     Open Access   (Followers: 1)
Teaching and Learning Inquiry : The ISSOTL Journal     Full-text available via subscription   (Followers: 17)
The Qualitative Report     Open Access   (Followers: 1)
Transformation in Higher Education     Open Access   (Followers: 4)
Trayectorias Universitarias     Open Access  
Triple Helix     Open Access   (Followers: 2)
Uniped     Open Access  
Universidad en Diálogo : Revista de Extensión     Open Access  
Universidades     Open Access  
Widening Participation and Lifelong Learning     Hybrid Journal   (Followers: 20)
Women in Higher Education     Hybrid Journal   (Followers: 6)
Университетское управление: практика и анализ     Open Access  


Similar Journals
Journal Cover
Practical Assessment, Research, and Evaluation
Number of Followers: 0  

  This is an Open Access Journal Open Access journal
ISSN (Online) 1531-7714
Published by U of Massachusetts Homepage  [17 journals]
  • Rough Set Theory (RST) Data Analysis with R and its Application on
           Studying Relative Significances of Self-Regulated Learning (SRL)
           Strategies of Gifted Students

    • Authors: Fung; Tze-ho et al.
      Abstract: AbstractRough set theory (RST) was proposed by Zdzistaw Pawlak (Pawlak,1982) as a methodology for data analysis using the notion of discernibility of objects based on their attribute values. The main advantage of using RST approach is that it does not need additional assumptions – like data distribution in statistical analysis. Besides, it provides efficient algorithms and tools for finding hidden patterns. Despite its advantages, the adoption of RST in educational research is still limited, which may be due to limited quality software available for RST. Recently, the RoughSets package in R statistical system has been developed (Riza et al., 2014), providing various utilities of the RST methods. In the paper, we will first describe the basic RST concepts and steps of data analysis under RST. We will then apply RST to a study, which aimed to determine the relative significance of various SRL strategies used by student participants, so as to illustrate the steps of data analysis using the RoughSets R package. From the illustration, it is expected that more researchers in the field of education will be encouraged to try RST methods in their own studies.Keywords: rough set theory, discernibility, RoughSets R package, online learning, self-regulated learning strategies
      PubDate: Wed, 28 Sep 2022 05:33:54 PDT
  • Developing and Refining a Model for Measuring Implementation Fidelity for
           an Instructionally Embedded Assessment System

    • Authors: Kobrin; Jennifer L. et al.
      Abstract: We developed a six-step iterative process for developing and evaluating a model of implementation fidelity appropriate for use in an instructionally embedded assessment system. Our work explicitly connects the literature on theories of actions for assessment systems with the implementation fidelity literature originating from the program evaluation field. The steps include (a) developing a logic model identifying critical and optional implementation components; (b) identifying process data and indicators from the assessment system to represent each component; (c) developing hypotheses about expected patterns in the indicators representing different levels of implementation fidelity and identifying criteria for defining implementation levels; (d) conducting analyses to test the hypotheses; (e) using the results to refine the indicators and criteria; and (f) evaluating strength of the evidence and identifying gaps. This process facilitates measuring action mechanisms and making and testing hypotheses about how critical implementation components are related to intended outcomes of an assessment. Studying implementation fidelity for assessment systems can help us better understand how teachers use assessment results and where additional support may be needed. This work can also help evaluate the extent to which instructionally embedded or formative assessments are implemented as intended and that all students are provided with sufficient opportunity to demonstrate what they have learned.
      PubDate: Wed, 14 Sep 2022 08:49:08 PDT
  • Assumptions Underlying Performance Assessment Reforms Intended to Improve
           Instructional Practices: A Research-Based Framework

    • Authors: Wellberg; Sarah et al.
      Abstract: There is renewed interest around including performance assessments in state and local assessment systems to spur positive changes in classroom instruction and student learning. Previous research has identified the external conditions that mediate the role of assessment in changing instructional practices. We extend that work by focusing on the internal classroom conditions that support improvements in student learning. We identified six key instructional practices from three teacher quality frameworks that may result from policy changes that include complex, performance-based assessments. For each practice, we explored the bidirectional relationships among the instructional core of students, teachers, and content. We argue that altering these relationships requires teachers and students to have both the disposition and the capacity to change, and we identify the assumptions that need to hold in order for those changes to occur in response to the inclusion of performance assessments in state and/or local assessment systems.
      PubDate: Wed, 07 Sep 2022 17:33:14 PDT
  • Adapting Paper-Based Tests for Computer Administration: Lessons Learned
           from 30 Years of Mode Effects Studies in Education

    • Authors: Lynch; Sarah
      Abstract: In today’s digital age, tests are increasingly being delivered on computers. Many of these computer-based tests (CBTs) have been adapted from paper-based tests (PBTs). However, this change in mode of test administration has the potential to introduce construct-irrelevant variance, affecting the validity of score interpretations. Because of this, when scores from a CBT are to be interpreted in the same way as a PBT, evidence is needed to support the reliability and validity these scores (AERA et al. 2014). Numerous studies have investigated the impact of changing the mode of test delivery from paper to computer, not only in terms of their psychometric properties, but also with regard to possible sources of construct-irrelevant variance. This article summarizes the main lessons learned from mode effects studies in education over the past 30 years and discusses some of the questions remaining.
      PubDate: Thu, 25 Aug 2022 12:18:10 PDT
  • Building Intrapersonal Competencies in the First-Year Experience:
           Utilizing Random Forest, Cluster Analysis, and Linear Regression to
           Identify Students’ Strengths and Opportunities for Institutional

    • Authors: Bresciani Ludvik; Marilee et al.
      Abstract: Leveraging research that illustrates the importance of intrapersonal competency cultivation and its correlation with institutional performance indicators of student success such as end-of-term cumulative GPA, persistence, and academic probation, our team set out to conduct an analysis on the effectiveness of a 1-unit credit/no-credit first-semester, first-year student seminar course. The course was designed to cultivate specific intrapersonal competency gains using a pre- and post-assessment design. Using a supervised Random Forest method and cluster analysis, the team expected to find unique differences in intrapersonal competency pre-, matched pre- and post-, and post-assessment inventory scores in a way where course design improvements could be made for specific student identities and their intersections. This manuscript focuses on the post-assessment analysis only, where the team found identifiable differences in small populations of identity groups. As such, this methodology asserts a plausible way to identify equity gaps when specific underrepresented identities are small in number and also explains how intrapersonal competencies can be better cultivated by the university for those underserved students.
      PubDate: Mon, 15 Aug 2022 16:38:26 PDT
  • Investigating the Washback Effect of Online Formative Assessment (OFA)
           During the COVID-19 Pandemic: A Case of Perceptual Mismatches Between
           Prospective Teachers and Teacher Educators

    • Authors: Khodamoradi; Abolfazl et al.
      Abstract: This study aimed to explore the washback effects of implementing online formative assessment (OFA) in Iranian Teacher Education Universities. To this end, a sample of 227 prospective teachers majoring in Teaching English as a Foreign Language and 21 teacher educators were randomly selected. In an explanatory sequential design, their perceptions of the washback effects of the OFA were measured via a researcher-made questionnaire and a semi-structured interview. The results of the quantitative phase of the study showed that the washback effects of the new assessment modality were mainly negative. The results also revealed some perceptual mismatches between the prospective teachers and their educators. The qualitative results confirmed those observed in the quantitative data while shedding light on the origin of those areas of mismatch. It can be concluded that teacher educators have been unable to take full advantage of OFA in education.
      PubDate: Mon, 15 Aug 2022 07:12:51 PDT
  • Exploring the Role of Reflective Diaries as a Formative Assessment
           Strategy in Promoting Self- Regulated Learning Among ESL Students

    • Authors: Alabidi; Suzan et al.
      Abstract: This qualitative study was conducted in a private school in Abu Dhabi, the United Arab Emirates, to explore the role of reflective diaries as a form of formative assessment in promoting self-regulated learning (SRL) among English as a Second Language learners. Specifically, the study aimed to discover the impact of reflective diaries on students’ cognition and metacognition as well as the role they play in increasing students’ motivation. Data were collected via semi-structured interviews with six students from grade six and reflective diaries from twenty students. Zimmerman’s cyclic model of self-regulated learning and Vygotsky’s Social Constructive theory were used as frameworks for understanding the role of reflective diaries in promoting self-regulated learning. Using a thematic analysis, two categories of themes emerged as research questions one: what is the effect of a reflective diary on students’ cognition/epistemological beliefs' (comprehension of knowledge and utilization of knowledge); and two categories of themes emerged as research question two: what is the effect of a reflective diary on students’ metacognition' (awareness of knowledge and regulation of cognition); one theme emerged as research question three: what is the role of reflective diaries in increasing students’ motivation' (attending to feelings). The study identifies its limitations and recommendations for future research.
      PubDate: Fri, 12 Aug 2022 09:13:08 PDT
  • Practical t-test Power Analysis with R

    • Authors: Tan; Teck Kiang
      Abstract: Power analysis based on the analytical t-test is an important aspect of a research study to determine the sample size required to detect the effect for the comparison of two means. The current paper presents a reader-friendly procedure for carrying out the t-test power analysis using the various R add-on packages. While there is a growing of R users in the academic that uses R as the base for carrying out research, there is a lack of reference that discusses both frequentist and Bayesian approaches and point out their distinct features for t-test power analysis. The practical aspects of the consequences of unequal variances and sample sizes are often neglected and this paper discusses and illustrates using the graphical power curve. A written R function and several programs are used to illustrate the usefulness of choosing an appropriate sample size under the frequentist approach. The Bayes factor is introduced to show its expediency to generate the required sample size under the Bayesian approach. Researchers and practitioners with intervention research using the t-test to carry out hypothesis testing will find this paper a commendable power analysis reference to design their project.
      PubDate: Fri, 12 Aug 2022 09:08:19 PDT
  • Co-evaluation of Expositive Texts in Primary Education: Rubric vs Comments

    • Authors: Mayo Beltrán; Alba Mª et al.
      Abstract: This study compares the effects of two resources, a paper rubric (CR) or the comment bubbles from a word processor (CCB), to support peer co-evaluation of expository texts in primary education. A total of 57 students wrote a text which, after a peer co-evaluation process, was rewritten. To analyze the improvements in the texts, we used a rubric that was similar to the one in the first condition. The messages and suggestions for improvement were quantified and classified according to their range, evaluative content, and rhetorical content. Lastly, the incorporation of these suggestions in the final version of the expository text was analyzed. The results showed that the evaluative comments focused mainly on pointing out, rating, or simply correcting errors. However, hardly any justification was given for such corrections, nor were there any questions or improvement alternatives recorded for other shortcomings or non-error content. The students who co-evaluated each other with a rubric wrote more comments, addressing the different rhetorical components in a balanced way, even though these comments were written in a generic way. This might be why many of them were not incorporated in the second version of the texts, where a significant improvement could be noticed, but only in the conclusion section. In contrast, the comment bubbles recorded much more specific suggestions for correction. Although there was a slightly higher percentage of modifications in the second version of those texts, it was not enough to indicate a significant improvement in quality compared to the first version.
      PubDate: Fri, 12 Aug 2022 08:58:44 PDT
  • Reimagining MTMM Designs for Examining Intersectionality in Latent

    • Authors: Konold; Timothy R. et al.
      Abstract: The present study represents a novel method not yet used in the quantitative intersectionality literature – the CT-C(M-1) model (Eid et al., 2003) – for measuring and understanding the similarities and uniquenesses among intersectional subgroups. Intersectionality is a conceptual framework from which to investigate and remedy the ways in which oppression manifests at the intersections of socio-politico-geo-temporal power structure contexts and individuals’ interwoven experiences of racism, sexism, and other forms of marginalization (Cho et al., 2013). Specifically, we describe and illustrate the usefulness of the CT-C(M-1) model in intersectionality research through estimation of the latent variable structure of two school climate variables (engagement and support) using data from N = 165 schools in which Black non-Hispanic students’ experience is centered as the reference category, and which other race-ethnicity subgroups are compared. Consistent with prior research, our substantive findings indicated that, while a large share of commonality among subgroups was observed, Black Hispanic students experienced school climate differently from the other groups. This analytic tool adds to the growing set of quantitative methods that can aid in advancing the second goal of intersectionality research – intervening in the status quo for true transformational change.
      PubDate: Thu, 11 Aug 2022 07:58:57 PDT
  • Does Item Format Affect Test Security'

    • Authors: Gorney; Kylie et al.
      Abstract: Unlike the traditional multiple-choice (MC) format, the discrete-option multiple-choice (DOMC) format does not necessarily reveal all answer options to an examinee. The purpose of this study was to determine whether the reduced exposure of item content affects test security. We conducted an experiment in which participants were allowed to view study guides prior to taking a test comprised of DOMC and MC items. Results showed that the DOMC format seems to offer a slight advantage over the MC format in the presence of item preknowledge.
      PubDate: Tue, 09 Aug 2022 12:28:01 PDT
  • Countering Deficit Narratives in Quantitative Educational Research

    • Authors: Russell; Michael et al.
      Abstract: The deficit narrative is a critical component of the white racial frame and attributes disparate outcomes to the racialized groups themselves rather than the policies and actions that create conditions that produce these disparities. Educational research that employs racialized groups as a variable in quantitative research holds potential to contribute to deficit narratives by attributing differences in educational outcomes to racialized groups rather than the educational interventions and/or systems under study. This paper examines the extent to which research published over a ten-year period presents findings in a manner that contributes to deficit narratives. The findings indicate nearly sixty percent of manuscripts employed language that creates or perpetuates deficit narratives specific to educational outcomes about people of Black African descent. Suggestions are presented for how findings can be presented in a manner that avoids deficit narratives and instead produce an anti-racist narrative.
      PubDate: Wed, 22 Jun 2022 18:33:16 PDT
  • Incorporating Complex Sampling Weights in Multilevel Analyses of Education

    • Authors: Shen; Ting et al.
      Abstract: Large-scale assessment survey (LSAS) data are collected via complex sampling designs with special features (e.g., clustering and unequal probability of selection). Multilevel models have been utilized to account for clustering effects whereas the probability weighting approach (PWA) has been used to deal with design informativeness derived from the unequal probability selection. However, the difficulty of applying PWA in multilevel models (MLM) has been generally underestimated and practical guidance is scarce. This study utilizes an empirical as well as a Monte Carlo simulation investigation to examine the performance of the multilevel pseudo maximum likelihood (MPML) estimation based on information derived from the Early Childhood Longitudinal Study Kindergarten cohort of 2010-2011 (ECLS-K:2011). Variance components and fixed effects estimators across four estimation methods including three MPML estimators (i.e., weighted without scaling, weighted size-scaled and weighted effective-scaled) and the unweighted estimator are provided. Practical guidance about the use of sampling weights in MLM analyses of LSAS data is also offered.
      PubDate: Wed, 22 Jun 2022 18:13:31 PDT
  • A Mixed-methods Approach for Assessing Student Learning Gains in English
           Listening Comprehension

    • Authors: Wang; Dr. Yingchen et al.
      Abstract: The growth of literature in student learning gain in recent decades has posed challenges to address the issue within the classroom. To further shed light on this scientific body of knowledge, the current study implemented a sequential explanatory mixed-methods design on a sample of 76 students. First, test data were analyzed using the interval approach to calculate gain scores for the group. The learning gain was small. Second, individual learning gains were analyzed using the pseudo-anchors identified based on estimated Rasch item parameters. T-tests were performed on the stacked pseudo-anchors. While most students exhibited insignificant improvement, 10 students exhibited significant improvements in their anchors. Third, a Wright map was obtained to assess the student’s self-reported gains. Specifically, learning gain was the highest when the students used VOA special English materials. Fourth, learning data were investigated using the multi-facet Rasch model. In the qualitative phase, follow-up interviews were administered and student learning logs were investigated. Thematic analyses and learning pattern examinations revealed the different motivation levels and learning strategies among the students. The connection of quantitative and qualitative analyses provided a more conceptual understanding of student learning gain. The mixed-method approach can be implemented and generalized to other settings, such as the classroom.
      PubDate: Wed, 22 Jun 2022 18:13:22 PDT
  • Measuring Student Reading Comprehension Performance: Considerations of
           Accuracy, Equity, and Engagement by Embedding Comprehension Items within
           Reading Passages

    • Authors: Guerreiro; Meg et al.
      Abstract: Reading comprehension is measured differently between classroom and more formal approaches to assessment. Traditional reading comprehension assessments often prompt students to read a multi-paragraph passage prior to displaying a set of questions that are related to the passage; however, this approach is not utilized during classroom practices. The study suggests that assessments may inadvertently measure extraneous constructs (e.g., working memory, attention, language, reading ability) by prompting students to answer items at the conclusion of the reading passage. The current study evaluates the effect of asking items throughout the passage (i.e., embedding items) to achieve a more precise measure of reading comprehension by removing barriers for students to demonstrate their understanding. Results showed a significant impact of embedding comprehension items within reading passages on the measurement of student achievement in comparison to answering items at the end of the passage. This may be a more valid approach to measurement of reading comprehension resulting in improved student reading comprehension scores. This approach also has the potential to become a more equitable measurement of reading comprehension by removing barriers to measurement, particularly for marginalized groups (e.g., students with disabilities, memory-load difficulties, English language learners, test anxiety).
      PubDate: Thu, 09 Jun 2022 07:33:38 PDT
  • How to obtain the most error-free estimate of reliability' Eight
           Sources of Deflation in the Estimates of Reliability to Avoid

    • Authors: Metsämuuronen; Jari
      Abstract: The reliability of a test score is usually underestimated and the deflation may be profound, 0.40–0.60 units of reliability or 46–71%. Eight root sources of the deflation are discussed and quantified by a simulation with 1,440 real-world datasets: (1) errors in the measurement modelling, (2) inefficiency in the estimator of reliability within the selected measurement model, (3) inefficiency in forming of the score variable (X) as the manifestation of the latent trait θ, (4) non-optimal characteristics of the items (gi) in relation to the estimator, and (5) inefficient weight factor, that is, coefficient correlation (wi) that links θ with the observed values of the test item (xi), (6) a small sample size, (7) extreme test difficulty, and (8) a narrow scale in the score. If willing to maximize the probability that the estimate of reliability would be as close as possible the true, population value, these sources should be avoided, or their effect should be corrected by using deflation-corrected estimators of reliability.
      PubDate: Thu, 09 Jun 2022 07:33:32 PDT
  • Effect Size for a Multilevel Model Random Slope Effect: Change in Variance
           Accounted for with Likelihood-based versus Variance Partition Measures

    • Authors: Lorah; Julie
      Abstract: Applied educational researchers may be interested in exploring random slope effects in multilevel models, such as when examining individual growth trajectories with longitudinal data. Random slopes are effects for which the slope of an individual-level coefficient varies depending on group membership, however these effects can be difficult to interpret. The change in variance accounted for is often used as an effect size measure and could be appropriate for helping to interpret a random slope effect. Two methods for computing variance accounted for include likelihood-based methods and variance partition methods. It is unclear how results from these two methods compare to each other when used to compute a measure of change in variance accounted for with a random slope effect. The present study fills this gap through a simulation study comparing these two methods under various conditions. Results indicate that the value of variance accounted for may differ depending on the type of measure used, and that applied researchers should consider reporting values for both measures.
      PubDate: Thu, 02 Jun 2022 17:38:30 PDT
  • Reinstatement Candidate Credentialing Exam Performance: Evaluating the
           Persistence of Misinformed Responses on Multiple Choice Items

    • Authors: Babcock; Ben et al.
      Abstract: Research about repeated testing has revealed that retaking the same exam form generally does not advantage or disadvantage failing candidates in selected response-style credentialing exams. Feinberg, Raymond, and Haist (2015) found a contributing factor to this phenomenon: people answering items incorrectly on both attempts give the same incorrect response about 2/3 of the time. They concluded that examinees are misinformed, rather than uninformed, about these items. The current research investigated whether reinstatement candidates followed similar patterns. Reinstatement candidates are people that obtain a credential, later discontinue the credential, then retake the exam to regain the credential. Data came from a major certification exam program in medical imaging. Candidates' reinstatement attempts had questions in common with their earlier passing attempts. Results showed that, similar to Feinberg et al., candidates answering questions incorrectly on both passing and reinstatement attempts gave the same incorrect response 65.7% of the time. It appears that professional misconceptions are persistent for numerous years. Other patterns of correct and incorrect responses were consistent when considering the results of both Feinberg et al. and recent research on reinstatement candidates. Results concerning changes in the time spent on each question, however, were different from Feinberg et al. The current study found no substantial patterns in response time change between subsequent attempts for items seen previously. This could have to do with the fact that the items in common between the two exam attempts were only a portion of the larger exam form.
      PubDate: Mon, 18 Apr 2022 08:28:05 PDT
  • An introduction to the analysis of ranked response data

    • Authors: Finch; Holmes
      Abstract: Researchers in many disciplines work with ranking data. This data type is unique in that it is often deterministic in nature (the ranks of items k-1 determine the rank of item k), and the difference in a pair of rank scores separated by k units is equivalent regardless of the actual values of the two ranks in the pair. Given its unique qualities, there are specific statistical analyses and models designed for use with ranking data. The purpose of this manuscript is to demonstrate a strategy for analyzing ranking data from sample description through the modeling of relative ranks and inference regarding differences in ranking patterns between groups. An example dataset of university faculty ratings of job characteristics was used to demonstrate these various methods, and the ways in which they can be tied together to obtain a comprehensive understanding of a ranking dataset. The analyses were carried out using libraries from the R software package, and the code for this purpose is included in the appendix to the manuscript.
      PubDate: Wed, 13 Apr 2022 04:58:46 PDT
  • Power Properties of Ordinal Regression Models for Likert Type Data

    • Authors: Olsson; Ulf
      Abstract: We discuss analysis of 5-grade Likert type data in the two-sample case. Analysis using two-sample t tests, nonparametric Wilcoxon tests, and ordinal regression methods, are compared using simulated data based on an ordinal regression paradigm. One thousand pairs of samples of size n=10 and n=30 were generated, with three different degrees of skewness. For all sample sizes and degrees of skewness, the ordinal probit model has highest power. This is not surprising since the data was generated with this model in mind. Slightly more surprising is that the t test has higher power than the Wilcoxon test in all studied situations, even for skewed data. For n=30, the differences between the methods are small.
      PubDate: Tue, 12 Apr 2022 08:53:48 PDT
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