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Gyamfi, Abraham; Acquaye, Rosemary – Acta Educationis Generalis, 2023
Introduction: Item response theory (IRT) has received much attention in validation of assessment instrument because it allows the estimation of students' ability from any set of the items. Item response theory allows the difficulty and discrimination levels of each item on the test to be estimated. In the framework of IRT, item characteristics are…
Descriptors: Item Response Theory, Models, Test Items, Difficulty Level
Olanipekun, Oluwaseun L.; Zhao, JuLong; Wang, Rongdong; A. Sedory, Stephen; Singh, Sarjinder – Sociological Methods & Research, 2023
In carrying out surveys involving sensitive characteristics, randomized response models have been considered among the best techniques since they provide the maximum privacy protection to the respondents and procure honest responses. Over the years, researchers have carried out studies on the estimation of proportions of the population possessing…
Descriptors: Correlation, Smoking, Thinking Skills, Health Behavior
Fuchimoto, Kazuma; Ishii, Takatoshi; Ueno, Maomi – IEEE Transactions on Learning Technologies, 2022
Educational assessments often require uniform test forms, for which each test form has equivalent measurement accuracy but with a different set of items. For uniform test assembly, an important issue is the increase of the number of assembled uniform tests. Although many automatic uniform test assembly methods exist, the maximum clique algorithm…
Descriptors: Simulation, Efficiency, Test Items, Educational Assessment
Frischemeier, Daniel; Leavy, Aisling – Teaching Statistics: An International Journal for Teachers, 2020
Posing statistical questions is a fundamental and often overlooked component of statistical inquiry. In this paper, we provide an overview of shared understandings regarding what constitutes a good statistical question. We then describe three approaches--a checklist for improving statistical questions, a three-phase feedback activity, and a…
Descriptors: Statistics, Teaching Methods, Questioning Techniques, Check Lists
Schug, Mark C. – Social Education, 2021
While both the 1918 influenza (aka Spanish flu) and the 2020 COVID-19 pandemics were devastating, the 1918 influenza pandemic was considered worse. Its origins are still debated, but it was first identified in the United States at Fort Riley, an Army base in Kansas. According to the Centers for Disease Control and Prevention (CDC), an estimated…
Descriptors: COVID-19, Pandemics, Comparative Analysis, Incidence
Luecht, Richard; Ackerman, Terry A. – Educational Measurement: Issues and Practice, 2018
Simulation studies are extremely common in the item response theory (IRT) research literature. This article presents a didactic discussion of "truth" and "error" in IRT-based simulation studies. We ultimately recommend that future research focus less on the simple recovery of parameters from a convenient generating IRT model,…
Descriptors: Item Response Theory, Simulation, Ethics, Error of Measurement
Daniela Torres; Surya Pulukuri; Binyomin Abrams – Journal of Chemical Education, 2022
Question-embedded videos (QEVs) are learning tools that require students to solve problems and receive immediate targeted feedback while progressing through the video. As an effective learning modality, QEVs may be deployed for the preclass preparation phase of flipped classrooms. As flipped classrooms become more popular in STEM courses,…
Descriptors: Questioning Techniques, Feedback (Response), Instructional Films, Active Learning
Cárcamo, Benjamín – PROFILE: Issues in Teachers' Professional Development, 2020
Although several investigations have been carried out in recent years on written corrective feedback (WCF), there is a lack of agreement about its definition and the effect on students' writings of different types of feedback. This may be due to the lack of systematicity regarding the characterization of WCF used in those studies. This article…
Descriptors: Error Correction, Feedback (Response), Written Language, Classification
Enhancement of the Command-Line Environment for Use in the Introductory Statistics Course and Beyond
Gerbing, David W. – Journal of Statistics and Data Science Education, 2021
R and Python are commonly used software languages for data analytics. Using these languages as the course software for the introductory course gives students practical skills for applying statistical concepts to data analysis. However, the reliance upon the command line is perceived by the typical nontechnical introductory student as sufficiently…
Descriptors: Statistics Education, Teaching Methods, Introductory Courses, Programming Languages
Vercellotti, MaryLou – TESL-EJ, 2021
Analytic rubrics are promoted as important tools to assess learner performance and to improve learning outcomes. Rubrics, however, are not appropriate for every classroom assessment, particularly given the time and effort required to construct well-designed rubrics. In classroom assessment, instructors must balance the beneficial consequences of…
Descriptors: Scoring Rubrics, Evaluation Methods, Second Language Learning, Second Language Instruction
von Davier, Matthias; Khorramdel, Lale; He, Qiwei; Shin, Hyo Jeong; Chen, Haiwen – Journal of Educational and Behavioral Statistics, 2019
International large-scale assessments (ILSAs) transitioned from paper-based assessments to computer-based assessments (CBAs) facilitating the use of new item types and more effective data collection tools. This allows implementation of more complex test designs and to collect process and response time (RT) data. These new data types can be used to…
Descriptors: International Assessment, Computer Assisted Testing, Psychometrics, Item Response Theory
Sumner, Josh – Research-publishing.net, 2021
Comparative Judgement (CJ) has emerged as a technique that typically makes use of holistic judgement to assess difficult-to-specify constructs such as production (speaking and writing) in Modern Foreign Languages (MFL). In traditional approaches, markers assess candidates' work one-by-one in an absolute manner, assigning scores to different…
Descriptors: Holistic Approach, Student Evaluation, Comparative Analysis, Decision Making
Craig D. Howard; John W. Baaki – International Journal of Designs for Learning, 2021
This article presents two similar design cases and a discussion of how like values resulted in dissimilar design moves. Both cases were gamified learning activities for graduate students in instructional design. Both interventions employed rapid prototyping and were delivered synchronously in an at-a-distance setting. This article compares the two…
Descriptors: Design, Instructional Design, Learning Activities, Graduate Students
Albert, Sasha M.; Gutman, Marjorie A.; Barker, Dianne C.; Nguyen, Samantha; Caughlan, Ian; Grob, George – American Journal of Evaluation, 2022
This article presents an analytic approach to assessing the relationship between policy advocacy activities and outcomes for discrete episodes of advocacy, using a holistic array of factors that affect the relationship between advocacy and policy change. The factors pertain to not only advocacy organizational structure and strategies, but also the…
Descriptors: Policy Analysis, Advocacy, Case Studies, Correlation
Mitchell, Alison M.; Truckenmiller, Adrea; Petscher, Yaacov – Communique, 2015
As part of the Race to the Top initiative, the United States Department of Education made nearly 1 billion dollars available in State Educational Technology grants with the goal of ramping up school technology. One result of this effort is that states, districts, and schools across the country are using computerized assessments to measure their…
Descriptors: Computer Assisted Testing, Educational Technology, Testing, Efficiency