Using Alignment Index and Polytomous Item Response Theory on Statistics Essay Test

Hidayati, Kana; Budiyono, Budiyono; Sugiman,

doi:10.14689/ejer.2019.79.6

Cited by 8 publications

(8 citation statements)

References 6 publications

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“…If the reliability value (𝑅) < 0.67 is categorized as "poor", 0.67 ≤ 𝑅 < 0.80 is categorized as "sufficient", 0.80 ≤ 𝑅 ≤ 0.90 is categorized as "good", 0.90 < 𝑅 ≤ 0.94 is categorized as "very good", and 𝑅 > 0.94 is categorized as "excellent" [34]. The reliability was then proven by a graph of the relationship between information function and SEM obtained from the Parscale program [35]. Meanwhile, the item difficulty index (b) was obtained through analysis of the Quest program.…”

Section: Methodsmentioning

confidence: 99%

A computerized adaptive test for measuring the physics critical thinking skills in high school students

Abidin

Istiyono

Fadilah

et al. 2019

IJERE

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Classical assessments that are not comprehensive and do not distinguish students' initial abilities make measurement results far from the actual abilities. This study was conducted to produce a computerized adaptive test for physics critical thinking skills (CAT-PhysCriTS) that met the feasibility criteria. The test was presented for the physics subject of 11th grade high school students with two-tier multiple-choice format. This development research was based on the 4-D model combined with the test development model by Oriondo & Antonio. Eleven experts and 577 11th grade high school students in Kulonprogo, Indonesia, have participated. The media feasibility and the content validity of the items was assessed by experts, while item and abilities parameters were estimated by item response theory. The results obtained: 1) CAT media was declared very feasible and content validity of 136 items was declared valid; 2) all items fitted to partial credit model, the item reliability was classified as good, and the difficulty index of items was good; 3) the results of the CAT-PhysCriTS were equivalent to students academic achievement. Based on the results, CAT-PhysCriTS has fulfilled the requirements as a measuring instrument with measurement times were faster and more comprehensive for large-scale assessments.

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Section: Methodsmentioning

confidence: 99%

A computerized adaptive test for measuring the physics critical thinking skills in high school students

Abidin

Istiyono

Fadilah

et al. 2019

IJERE

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“…El instrumento utilizado se validó para la población mexicana durante el año 2020 mediante la aplicación del método Delphi ajustado (Cabero & Infante, 2014;George & Trujillo, 2018;López de Arana et al, 2020). Los resultados indicaron la obtención de una valoración estadística para cada ítem superior a 0.80 respecto al coeficiente de validez de contenido (V de Aiken) (Aw, 2019;Hidayati, Budiyono & Sugiman, 2019), y un valor de intervalo de confianza (ICI) mayor a 0.50 (Maxey & Kezar, 2016;Wilcox & Serang, 2017). Durante la validación, el análisis cualitativo tuvo como propósito valorar la calidad y claridad de la redacción de cada ítem e identificar la presencia de sesgos.…”

Section: Instrumentounclassified

Elaboración y análisis de confiabilidad de un cuestionario para medir desde la perspectiva del estudiante, las competencias digitales del docente en entornos no presenciales de enseñanza

Reyes

Morales

2022

Rev. complut. educ

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Durante 2020, año en el que en Latinoamérica se expandió la pandemia originada por el COVID-19, la enseñanza presencial tuvo una migración abrupta a entornos no presenciales apoyados por tecnologías, y en algunos casos por sesiones de videoconferencia. Lo anterior obligó a los profesores a descubrir y desplegar sus habilidades digitales. Este artículo presenta el análisis de confiabilidad de un instrumento llamado Cuestionario de Competencias Digitales en entornos No Presenciales (CD-NP), cuyo objetivo fue medir desde la perspectiva de los estudiantes las habilidades mostradas por los docentes para implementar su cátedra desde un espacio virtual. Participaron 392 estudiantes de una universidad privada. Para hacer el estudio, se utilizó el coeficiente alfa de Cronbach y el análisis factorial exploratorio, el resultado indica que el cuestionario tiene una confiabilidad muy aceptable. Se concluye que el instrumento tiene las propiedades necesarias para ser aplicado a estudiantes mexicanos, y abre la puerta para ser implementado en otros contextos latinoamericanos.

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“…Where CVI = content validity index, K = total number of items in the questionnaire after adjustment and N = total number of items in the questionnaires before adjustment. A Content Validity Index in the range of 0.88 -1.0 is considered to be good (Hidayati et al, 2019).…”

Section: Category Ofmentioning

confidence: 99%

Assessment of Funding Mode as an Integrated Education Management Strategy on Pupils’ Participation in Public Primary Schools in Kenya

Wanjala¹

2021

theijhss

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Comprehensive development of human capital demands for adequate investment in the formal education system of primary, secondary and tertiary training (Kariyana, Maphosa & Mapuranga, 2012; Lekhetho, 2013). OECD (2019) describes human capital as "the knowledge, skills, competencies and other attributes embodied in individuals or groups of individuals acquired during their life and used to produce goods, services or ideas in market circumstances". Formal education is admittedly a proven and sure approach to achieving economic stability for a nation (Grajcevci and Shala, 2016). This education is delivered at structured levels through firm commitment by various governments (Mamoeketsi, 2013).Kenya has committed itself to the above global declarations on education delivery which has led to continuous improvement of education in Kenya through such policy initiatives like the Sessional Paper No. 1, 2019 (Ministry of Education, Kenya (2019) and Directorate of Committee Services (2019). These policy documents provide guidance in the development of the entire education sector in Kenya. The Government of Kenya has made tremendous effort in conforming to the above commitments through major education policies, namely, the Free Primary Education policy in 2003 (Republic of Kenya, 2012) which followed the passing of the Children's Act in 2001 (Republic of Kenya, 2001).The Kenya Government intervened through the Free Primary Education (FPE) Policy, but was still inadequate to completely support school programmes (Schmidt, 2006). Support from donor funding was not uniform across all schools. Some schools with elaborate networking with donors, especially church-based schools received more funding from these sources than those which were secular (Koech Committee, 1999). External donors too did not assist all schools uniformly across the board. Fund raising practices have not been highly successful due to poor philanthropic convictions and beliefs (Somerset, 2009). Support from school income generating activities has made insignificant impact.This scenario affects pupils' participation in enrolment, retention, dropout and academic performance. Inadequate funding has a ripple effect such as to poor learning environment. Some schools completely lack proper sanitary facilities and access to potable drinking water. Resources for repair, maintenance and improvement (RMI) are grossly inadequate. This leads to poor state of education facilities (Ministry of Education Kenya, 2016).Poor funding has resulted to inadequate assessment of pupils at school and regional levels which eventually affects final performance (Somerset, 2009). Due to low level of funding, adequate provision of learning materials to pupils including stationery as well reference materials for teachers have not been satisfactorily achieved. Methodology Research DesignThis study required collection of both qualitative and quantitative data. According to Kothari ( 2005), qualitative methods provide greater in-depth of understanding about a limited number of subjects, while qu...

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Using Alignment Index and Polytomous Item Response Theory on Statistics Essay Test

Cited by 8 publications

References 6 publications

A computerized adaptive test for measuring the physics critical thinking skills in high school students

A computerized adaptive test for measuring the physics critical thinking skills in high school students

Elaboración y análisis de confiabilidad de un cuestionario para medir desde la perspectiva del estudiante, las competencias digitales del docente en entornos no presenciales de enseñanza

Assessment of Funding Mode as an Integrated Education Management Strategy on Pupils’ Participation in Public Primary Schools in Kenya

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