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Emily A. Brown – ProQuest LLC, 2024
Previous research has been limited regarding the measurement of computational thinking, particularly as a learning progression in K-12. This study proposes to apply a multidimensional item response theory (IRT) model to a newly developed measure of computational thinking utilizing both selected response and open-ended polytomous items to establish…
Descriptors: Models, Computation, Thinking Skills, Item Response Theory
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Chen, Chia-Wen; Andersson, Björn; Zhu, Jinxin – Journal of Educational Measurement, 2023
The certainty of response index (CRI) measures respondents' confidence level when answering an item. In conjunction with the answers to the items, previous studies have used descriptive statistics and arbitrary thresholds to identify student knowledge profiles with the CRIs. Whereas this approach overlooked the measurement error of the observed…
Descriptors: Item Response Theory, Factor Analysis, Psychometrics, Test Items
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John B. Buncher; Jayson M. Nissen; Ben Van Dusen; Robert M. Talbot – Physical Review Physics Education Research, 2025
Research-based assessments (RBAs) allow researchers and practitioners to compare student performance across different contexts and institutions. In recent years, research attention has focused on the student populations these RBAs were initially developed with because much of that research was done with "samples of convenience" that were…
Descriptors: Science Tests, Physics, Comparative Analysis, Gender Differences
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Chunlei Gao; Mingqing Jian; Ailin Yuan – SAGE Open, 2024
The Digital Stress Scale (DSS) is used to measure digital stress, which is the perceived stress and anxiety associated with social media use. In this study, the Chinese version of the DSS was validated using a sample of 721 Chinese college students, 321 males and 400 females (KMO = 0.923; Bartlett = 5,058.492, p < 0.001). Confirmatory factor…
Descriptors: Factor Structure, Factor Analysis, Psychometrics, Anxiety
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Lee, HyeSun; Smith, Weldon Z. – Educational and Psychological Measurement, 2020
Based on the framework of testlet models, the current study suggests the Bayesian random block item response theory (BRB IRT) model to fit forced-choice formats where an item block is composed of three or more items. To account for local dependence among items within a block, the BRB IRT model incorporated a random block effect into the response…
Descriptors: Bayesian Statistics, Item Response Theory, Monte Carlo Methods, Test Format
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Punter, R. Annemiek; Meelissen, Martina R. M.; Glas, Cees A. W. – European Educational Research Journal, 2017
IEA's International Computer and Information Literacy Study (ICILS) 2013 showed that in the majority of the participating countries, 14-year-old girls outperformed boys in computer and information literacy (CIL): results that seem to contrast with the common view of boys having better computer skills. This study used the ICILS data to explore…
Descriptors: Gender Differences, Factor Analysis, Information Literacy, Computer Literacy
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Yalcin, Seher – Eurasian Journal of Educational Research, 2018
Purpose: Studies in the literature have generally demonstrated that the causes of differential item functioning (DIF) are complex and not directly related to defined groups. The purpose of this study is to determine the DIF according to the mixture item response theory (MixIRT) model, based on the latent group approach, as well as the…
Descriptors: Item Response Theory, Test Items, Test Bias, Error of Measurement
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Tourangeau, Karen; Nord, Christine; Lê, Thanh; Wallner-Allen, Kathleen; Vaden-Kiernan, Nancy; Blaker, Lisa; Najarian, Michelle – National Center for Education Statistics, 2018
This manual provides guidance and documentation for users of the longitudinal kindergarten-fourth grade (K-4) public-use data file of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011), which includes the first release of the public version of the third-grade data. This manual mainly provides information specific…
Descriptors: Longitudinal Studies, Children, Surveys, Kindergarten
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Edelen, Maria Orlando; McCaffrey, Daniel F.; Marshall, Grant N.; Jaycox, Lisa H. – Journal of Interpersonal Violence, 2009
Accurate assessment of attitudes about intimate partner violence is important for evaluation of prevention and early intervention programs. Assessment of attitudes about cross-gender interactions is particularly susceptible to bias because it requires specifying the gender of the perpetrator and the victim. As it is likely that respondents will…
Descriptors: Females, Dating (Social), Measures (Individuals), Error of Measurement
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Roberson-Nay, Roxann; Strong, David R.; Nay, William T.; Beidel, Deborah C.; Turner, Samuel M. – Psychological Assessment, 2007
An abbreviated version of the Social Phobia and Anxiety Inventory (SPAI) was developed using methods based in nonparametric item response theory. Participants included a nonclinical sample of 1,482 undergraduates (52% female, mean age = 19.4 years) as well as a clinical sample of 105 individuals (56% female, mean age = 36.4 years) diagnosed with…
Descriptors: Gender Differences, Anxiety, Item Response Theory, Interpersonal Competence
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Li, Deping; Oranje, Andreas – ETS Research Report Series, 2007
Two versions of a general method for approximating standard error of regression effect estimates within an IRT-based latent regression model are compared. The general method is based on Binder's (1983) approach, accounting for complex samples and finite populations by Taylor series linearization. In contrast, the current National Assessment of…
Descriptors: Error of Measurement, Regression (Statistics), Trend Analysis, National Competency Tests