Using Item Response Theory to Evaluate Self-directed Learning Readiness Scale

Momani, Rana Th.

doi:10.5539/jedp.v8n1p14

Cited by 3 publications

(4 citation statements)

References 16 publications

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“…The Graded Response Model (GRM) is a scoring model that applies a grading system to assess the answers to questions (Mateucci & Stracqualursi, 2006;Morse et al, 2012). GRM is one of the models developed to handle scoring on polytomic items (LaHuis et al, 2011;Momani, 2017). Based on the GRM scoring method, students will get a maximum score of 3 if they can complete stages 1, 2, and 3 correctly.…”

Section: Proportionalmentioning

confidence: 99%

The Development of Testlet Assessment Instrument Model Integrated with E-ujian Website to Measure the Higher-Order Thinking Skills

Dwijayanti

Savitri²

2022

Tadris

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This research and development research aimed to determine the feasibility and characteristics of the Testlet model assessment instrument integrated with the E-ujian website in measuring the Higher-order Thinking Skills (HOTS) of junior high school students. The researchers employed the 4D development model (define, design, develop and disseminate). However, the researchers conduct the development up to the develop stage. The research was conducted at a junior high school with 42 students as respondents. The researchers collected the data through test techniques, questionnaires, interviews, observation, and documentation. This development research utilized the descriptive-quantitative data analysis method through characteristic tests, teacher and students’ questionnaire responses analysis, and analysis of students' HOTS profiles. The students’ HOTS profiles based on the assessment instrument were divided into 53 percent of students in the poor HOTS category, 31 percent of students in the low HOTS category, and 16 percent of students in the high HOTS category. Concluded that the assessment instrument developed was very feasible, with a percentage of 94 percent. The assessment instrument developed had the characteristics of valid, reliable, discriminatory, disproportionate, relevant, representative, impractical, and specific. The Testlet model assessment instrument development can be used as an alternative for the distance learning assessment during the Covid-19 pandemic.

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Section: Proportionalmentioning

confidence: 99%

The Development of Testlet Assessment Instrument Model Integrated with E-ujian Website to Measure the Higher-Order Thinking Skills

Dwijayanti

Savitri²

2022

Tadris

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“…On the contrary, if the items are endorsed by only a few respondents, scores in the lower level of the trait will be estimated with less precision (more error) than scores in the higher end. Founded on the above-mentioned limitation, researchers have called for a more complicated model and new theories in testing the psychometric properties of new instruments (Momani, 2017).…”

Section: Introductionmentioning

confidence: 99%

Psychometric Properties Assessment of Postgraduate Self-Determined Learning Questionnaire (PSLQ): A Mixed Method Approach

Chia Chun,

Samsudin,

Abdullah

2024

Sage Open

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Postgraduate students need to be equipped with self-determined learning skills in order to meet the demands of higher degree and employment in the fourth industrial revolution (IR 4.0) environment. However, the lack of analysis conducted on item level for validating the measurement of postgraduate students’ self-determined learning skills prompted the development of The Postgraduate Self-determined Learning Questionnaire (PSLQ) to fill in the research gaps. This paper aimed to assess the psychometric properties of the newly developed 42-item instrument through a mixed method approach as no study has evaluated the psychometric properties of PSLQ at the item level through Rasch model analysis. Quantitatively, 440 postgraduate students were sampled from a higher education institution in Malaysia to answer the questionnaire. Qualitatively, 10 respondents from science and non-science disciplines were interviewed. The paper reports findings on the psychometric properties of PSLQ through Rasch Rating Analysis and participants’ perspectives on the item validity. The results revealed that the items in PSLQ demonstrated good psychometric properties for the measurement of self-determined learning skills of postgraduate students. Implications of the study were discussed in this paper. Future studies can further investigate the psychometric properties of PSLQ according to students’ discipline of study.

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“…When subjected to IRT testing, Momani (2018) reported that Fisher's SDLR did not produce an acceptable goodness of fit [M2 = 17937.95, Prob. = 0.0001, root mean square error of approximation (RMSEA) = 0.21].…”

Section: Oddi Continuing Learning Inventory (Ocli)mentioning

confidence: 99%

“…= 0.0001, RMSEA = 0.00). The authors recommended further psychometric evaluation and review of both quantitative and qualitative properties (Momani, 2018).…”

Section: Oddi Continuing Learning Inventory (Ocli)mentioning

confidence: 99%

Self-Directed Learning Research: A Systematic Review

Reynolds

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This study serves to collate and evaluate measures of self-directed learning (SDL), with the goal of guiding the measurement and discussion of SDL. Used in a variety of settings, many applications of SDL have been proposed, but a consistent definition has yet to be formulated. Despite the lack of a cohesive definition, several tools exist to measure SDL. Within this study, which implemented the preferred reporting items for systematic reviews and meta-analyses (PRISMA) and Consensus-Based Standards for the Selection of Health Status Measurement Instruments (COSMIN) protocols, 157 articles were analyzed for content and themes were identified. An important finding of this study was a definite lack of cohesion in application and understanding of SDL as a framework. While some regard it as a stand-alone learning intervention, others address it as a personality trait. Close examination of the instruments used to measure SDL led to the conclusion that it is both inappropriate and ineffective to continue using, as they broadly lack construct validity and generalizability. Limitations of this study are single subject research, number studies available within databases used, and lack of raw data from studies covered. Future research surrounding the conceptual framework and instrumentation is indicated to further develop the field's understanding of SDL's value and implications.

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Using Item Response Theory to Evaluate Self-directed Learning Readiness Scale

Cited by 3 publications

References 16 publications

The Development of Testlet Assessment Instrument Model Integrated with E-ujian Website to Measure the Higher-Order Thinking Skills

The Development of Testlet Assessment Instrument Model Integrated with E-ujian Website to Measure the Higher-Order Thinking Skills

Psychometric Properties Assessment of Postgraduate Self-Determined Learning Questionnaire (PSLQ): A Mixed Method Approach

Self-Directed Learning Research: A Systematic Review

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