Surveying primary teachers about compulsory numeracy testing: Combining factor analysis with rasch analysis

Grimbeek, Peter Moodie; Nisbet, Steven

doi:10.1007/bf03217434

Cited by 8 publications

(6 citation statements)

References 5 publications

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“…Based on the research that has been done it is found that the data that has been analyzed using Rasch and confirmatory factor analysis has produced an instrument with a statistically and conceptually elegant factor structure, and can be used for teacher surveys. This is consistent with research conducted by Grimbeek and Nisbet which states that the resulting factors proved acceptable in terms of exploratory factor analysis and confirmation and in terms of analysis of Rasch items so that teachers see the reporting system numerical Queensland [35].…”

Section: Resultssupporting

confidence: 89%

Developing and Validating an Instrument of In-service Teachers Responses to Knowledge-Based Teacher, Engagement, and Expectation in Teacher Profession Education Program in Indonesia: Integrating factor analysis with Rasch modeling

Raja¹,

Setiadi²,

Abdurrahman³

2019

Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018)

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This paper reports on the use of several quantitative analytical approaches, including Rasch analysis, to examine teacher responses to questionnaire items that explore opinions related to knowledge-based teacher, involvement, and expectations in the Teacher Professional Education Program in Indonesia. While many research reports have presented the impact of training-based teacher professional development programs in Indonesia, this paper seeks to improve these results by utilizing Rasch model analysis to identify items with scaled score sequences in all response categories, and make them new explorations and factor confirmation analyzes. The 3-factors scale produced (knowledge-based teacher, teacher involvement, teacher expectations) is proven to be acceptable in terms of confirmatory factor analysis and in terms of analysis of Rasch items. Furthermore, this paper briefly discusses the implications of these results with respect to the capacity of improved instruments to gather information about how teachers see and hope about the Indonesian Teacher Professional Program, including analysis of gender disparity.

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Section: Resultssupporting

confidence: 89%

Developing and Validating an Instrument of In-service Teachers Responses to Knowledge-Based Teacher, Engagement, and Expectation in Teacher Profession Education Program in Indonesia: Integrating factor analysis with Rasch modeling

Raja¹,

Setiadi²,

Abdurrahman³

2019

Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018)

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“…However, since this questionnaire was still in its development phase, it was deemed acceptable to collapse these categories. According to Grimbeeck and Nisbet (2006), a fundamental issue with using a Likerttype scale is the problematic measurement properties of categories that require multi-choice responses per item. This warrants further investigation into the appropriate number of response categories for the MACE Work-Family Enrichment Instrument.…”

Section: Discussionmentioning

confidence: 99%

The development of the MACE work-family enrichment instrument

et al. 2013

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Orientation: An instrument based on a theoretical model is necessary to measure the positive side of the work-family interface.Research purpose: To develop items for measurement of work-family enrichment based on the elements contained within a theoretical model and to evaluate the latent trait functioning of these items.Motivation for the study: Major limitations exist regarding the conceptualisation and scale development of the positive side of the work-family interface.Research design, approach, and method: A quantitative research approach using scale development procedures was employed to develop the 95-item instrument. A cross-sectional survey design was used to collect data randomly from selected employees; data were processed using Rasch analysis.Main findings: The five-category scale works well for the most part, although a four-category scale could be considered. Thirty-five items either over-fitted or under-fitted the work-family enrichment model. Person ability was measured in the low to middle ranges of work-family enrichment. Participants’ experience of work-family enrichment could be represented accurately. Sub-scale items displayed misfit, bias or both.Practical/managerial implications: The developed instrument can be investigated further to identify work-family enrichment factors that can measure workers’ experience of enrichment in their work and family domains.Contribution/value-add: This study furthers theory building and empirical research in industrial psychology, by developing a new theory-based measuring instrument for the positive side of the work-family interface in the South African context. This study expanded on the model proposed by Greenhaus and Powell, by including all five categories of resources gains. Furthermore, the total of the resources was diversified, since some of the content of these resources encompasses multiple meanings

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“…The reason for using the CFA is that whereas exploratory factor analysis (EFA) makes no assumption about item‐scale associations, the CFA explicitly tests the proposition that items cluster in specific subscales. Its rigorous testing procedures include a suite of fit estimates, ranging from statistics through various types of model fit that permit a more rigorous scrutiny of outcomes than is afforded via EFA (Grimbeek and Nisbet, 2006). Moreover, in contrast to EFA, where all loadings are free to vary, CFA allows for the explicit constraint of certain loadings to be zero.…”

Section: Literature Reviewmentioning

confidence: 99%

Performance‐based service quality model: an empirical study on Japanese universities

Sultan

Wong

2010

Quality Assurance in Education

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Purpose -This paper aims to develop and empirically test the performance-based higher education service quality model. Design/methodology/approach -The study develops 67-item instrument for measuring performance-based service quality with a particular focus on the higher education sector. Scale reliability is confirmed using the Cronbach's alpha. The principle component analysis followed by a Varimax method is used to extract the factor loadings. Findings -The results are satisfactory in terms of factor analysis, reliability and validity tests. Based on the overall loaded items, the eight dimensions are named. They are dependability, effectiveness, capability, efficiency, competencies, assurance, unusual situation management, and semester and syllabus. Research limitations/implications -Although the empirical results are significant, a comparative study can identify relative strengths of this model. Practical implications -This study underlines some critical dimensions and related attributes on which the higher institutions should concentrate their efforts to improve quality. Originality/value -This study is worth doing because it takes samples from international students studying at Japanese universities. This study also attempts to develop a comprehensive approach for scale development in measuring service quality for higher education institutes.

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Surveying primary teachers about compulsory numeracy testing: Combining factor analysis with rasch analysis

Cited by 8 publications

References 5 publications

Developing and Validating an Instrument of In-service Teachers Responses to Knowledge-Based Teacher, Engagement, and Expectation in Teacher Profession Education Program in Indonesia: Integrating factor analysis with Rasch modeling

Developing and Validating an Instrument of In-service Teachers Responses to Knowledge-Based Teacher, Engagement, and Expectation in Teacher Profession Education Program in Indonesia: Integrating factor analysis with Rasch modeling

The development of the MACE work-family enrichment instrument

Performance‐based service quality model: an empirical study on Japanese universities

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