Thesis (M.S.)--Oregon State University, 2009. / Printout. Includes bibliographical references (leaves 60-61). Also available on the World Wide Web.

Thesis (Ph. D.)--Brigham Young University. Dept. of Instructional Psychology and Technology, 2007. / Includes bibliographical references (p. 69-72).

D. Litt. et Phil. / The aim of this study was to develop a computer adaptive test of the trait Self-control sub-scale of a trait-based emotional intelligence inventory (Trait Emotional Intelligence Questionnaire: TEIQue). Secondary objectives were to examine the functioning of the CAT by (a) comparing the CAT with a static version, and (b) to establish a practical approach to developing a computer adaptive solution to existing static fixed format self-report inventories...

Linear logistic models with relaxed assumptions (LLRA) as introduced by Fischer (1974) are a flexible tool for the measurement of change for dichotomous or polytomous responses. As opposed to the Rasch model, assumptions on dimensionality of items, their mutual dependencies and the distribution of the latent trait in the population of subjects are relaxed. Conditional maximum likelihood estimation allows for inference about treatment, covariate or trend effect parameters without taking the subjects' latent trait values into account. In this paper we will show how LLRAs based on the LLTM, LRSM and LPCM can be used to answer various questions about the measurement of change and how they can be fitted in R using the eRm package. A number of small didactic examples is provided that can easily be used as templates for real data sets. All datafiles used in this paper are available from http://eRm.R-Forge.R-project.org/.

Thesis advisor: Katherine L. McNeill / Environmental understanding is highly relevant in today's global society. Social, economic, and political structures are connected to the state of environmental degradation and exploitation, and disproportionately affect those in poor or urban communities (Brulle and Pellow, 2006; Executive Order No. 12898, 1994). Environmental education must challenge the way we live, and our social and ecological quality of life, with the goal of responsible action. The development of a learning progression in environmental thinking, along with a corresponding assessment, could provide a tool that could be used across environmental education programs to help evaluate and guide programmatic decisions. This study sought to determine if a scale could be constructed that allowed individuals to be ordered along a continuum of environmental thinking. First, I developed the Environmental Thinking Learning Progression, a scale of environmental thinking from novice to advanced, based on the current available research and literature. The scale consisted of four subscales, each measuring a different aspect of environmental thinking: place consciousness, human connection, agency, and science concepts. Second, a measurement instrument was developed, so that the data appropriately fit the model using Rasch analysis. A Rasch analysis of the data placed respondents along a continuum, given the range of item difficulty for each subscale. Across three iterations of instrument revision and data collection, findings indicated that the items were ordered in a hierarchical way that corresponded to the construct of environmental thinking. Comparisons between groups showed that the average score of respondents who had participated in environmental education programs was significantly higher than those who had not. A comparison between males and females showed no significant difference in average measure, however, there were varied significant differences between how racial/ethnic groups performed. Overall, the results suggest that the Environmental Thinking Learning Progression and instrument are useful and accurate tools to measure individuals along a continuum from novice to advanced. This can be helpful for environmental education programs for use in evaluation and program development within a diverse context. / Thesis (PhD) — Boston College, 2014. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

The concept of patient empowerment, although acknowledged by the medical community as important, is rarely understood and seldom given priority in the illness trajectory of the cancer patient. A pilot study of a Shared Care Model amongst haematological cancer patients highlighted the fact that some patients spoke of a sense of empowerment and an overall sense of greater control when more fully included in the treatment and management of their condition. The research which forms the basis of this thesis focused on the role of empowerment in the wellbeing of cancer patients. There were three objectives to be met by completing this research. Firstly, to demonstrate that empowerment is a uniquely identifiable concept and can be measured separately from other quality of life indicators. Secondly, the study sought to explore that concept that empowerment takes into account the way in which patients act upon their prognosis and optimise the outcomes of treatment. Thus it is believed that accessing tailored resources and support structures benefit cancer patients and those who are caring for them such as close family members and friends by helping the patient achieve an individual level of empowerment. Finally, the research sought to explore the concept that empowerment improves psychological outcome in patients. The benefits are increased empowerment and an active use of coping strategies amongst patients in order to regain a measure of control over their illness. The Patient Empowerment Scale was developed to measure empowerment as an individual construct. '...' The Patient Empowerment Scale (15 items) was shown to be a reliable measure of empowerment and fitted the model well. A qualitative methodological approach sought to address and explore the second and third concepts. In addition, the concept of empowerment as it relates to motivation and self-efficacy was investigated qualitatively using in-depth interviewing technique. A phenomenological methodology was used to explore the 'lived experience of cancer patients' in regard to regaining control of their illness and the management thereof. Participants were interviewed using concepts identified for the Patient Empowerment Scale such as support strategies and use of resources. A series of interviews with breast cancer patients were conducted whereby patients responded to a number of questions. The questions explored areas such as support mechanisms in relation to cancer, their relationships with health professionals and significant others and their attitude toward and use of other resources and support systems such as support groups, spirituality, complementary therapies. In addition their views on acceptance and adaptation to their altered health status were explored. Results The research confirmed that it is feasible to measure empowerment as a separate quality of life indicator. Furthermore, that empowerment is linked to motivation and self-efficacy beliefs. The research also demonstrated that there are a number of core areas which are fundamental to regaining control and increasing empowerment for patients. These core areas are linked to support mechanisms, willingness to adapt and to access resources tailored to meet their needs. Patient empowerment emerged as a key aspect of enhanced quality of life regardless of prognosis and improved psychological outlook.

Differential item functioning (DIF) is a psychometric issue routinely considered in educational and psychological assessment. However, it has not been studied in the context of a recently developed componential statistical model, the model with internal restrictions on item difficulty (MIRID; Butter, De Boeck, & Verhelst, 1998). Because the MIRID requires test questions measuring either single or multiple cognitive processes, it creates a complex environment for which traditional DIF methods may be inappropriate. This dissertation sought to extend the MIRID framework to detect DIF at the item-group level and the individual-item level. Such a model-based approach can increase the interpretability of DIF statistics by focusing on item characteristics as potential sources of DIF. In particular, group-level DIF may reveal comparative group strengths in certain secondary constructs. A simulation study was conducted to examine under different conditions parameter recovery, Type I error rates, and power of the proposed approach. Factors manipulated included sample size, magnitude of DIF, distributional characteristics of the groups, and the MIRID DIF models corresponding to discrete sources of differential functioning. The impact of studying DIF using wrong models was investigated. The results from the recovery study of the MIRID DIF model indicate that the four delta (i.e., non-zero value DIF) parameters were underestimated whereas item locations of the four associated items were overestimated. Bias and RMSE were significantly greater when delta was larger; larger sample size reduced RMSE substantially while the effects from the impact factor were neither strong nor consistent. Hypothesiswise and adjusted experimentwise Type I error rates were controlled in smaller delta conditions but not in larger delta conditions as estimates of zero-value DIF parameters were significantly different from zero. Detection power of the DIF model was weak. Estimates of the delta parameters of the three group-level DIF models, the MIRID differential functioning in components (DFFc), the MIRID differential functioning in item families (DFFm), and the MIRID differential functioning in component weights (DFW), were acceptable in general. They had good hypothesiswise and adjusted experimentwise Type I error control across all conditions and overall achieved excellent detection power. When fitting the proposed models to mismatched data, the false detection rates were mostly beyond the Bradley criterion because the zero-value DIF parameters in the mismatched model were not estimated adequately, especially in larger delta conditions. Recovery of item locations and component weights was also not adequate in larger delta conditions. Estimation of these parameters was more or less affected adversely by the DIF effect simulated in the mismatched data. To study DIF in MIRID data using the model-based approach, therefore, more research is necessary to determine the appropriate procedure or model to implement, especially for item-level differential functioning.

Orientador: Eduardo Galembeck / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Biologia / Made available in DSpace on 2018-08-15T17:08:58Z (GMT). No. of bitstreams: 1 Oliveira_ElaineAparecidade_M.pdf: 4028860 bytes, checksum: 12a75ba90b00d8eded4dc1107cc6168a (MD5) Previous issue date: 2010 / Resumo: Representações externas são muito utilizadas no ensino de bioquímica. As vias metabólicas constituem um tipo de representação externa e envolvem habilidades visuais; estão, portanto, intimamente relacionados à literacia visual (capacidade de interpretar imagens). Há uma preocupação crescente em diagnosticar a dificuldade dos estudantes com a bioquímica. Este tipo de diagnóstico é importante para poder propor soluções pedagógicas que possam facilitar o aprendizado. O presente trabalho tem como objetivo descrever o desenvolvimento e a aplicação de um teste informatizado para diagnosticar a literacia visual, relacionada ao estudo de vias metabólicas, de estudantes de cursos das áreas biológica e da saúde. Inicialmente foram desenvolvidos testes piloto com itens (modelos e questões) que contemplavam habilidades visuais para a compreensão de vias metabólicas mais frequentemente representadas em livros didáticos de bioquímica. Os testes piloto foram aplicados em 2007 e 2008 com turmas de graduação de cursos da área biológica e da saúde. Os resultados obtidos serviram de subsídio para que alguns itens fossem reformulados e outros adicionados. Os resultados obtidos foram tratados com uso do modelo de Rasch, tanto no processo de equalização dos testes piloto (para definir os itens do teste final), como para o tratamento dos resultados obtidos com a calibração de itens-respondentes após as aplicações do teste final. Três grupos participaram da aplicação do teste final e compreenderam 79 estudantes distribuídos entre os cursos de educação física (UNICAMP), enfermagem (UNICAMP) e fisioterapia/nutrição (FAJ). A partir dos dados obtidos utilizou-se o processo de calibração de itens-respondentes, proposta pelo modelo de Rasch, obtendo-se a dificuldade dos itens e as habilidades visuais apresentadas pelos grupos. Os resultados observados sugerem que entre as dificuldades apresentadas pelos estudantes no aprendizado de metabolismo pode ser incluída a dificuldade em se compreender as representações externas de vias metabólicas. Essa dificuldade pode ser minimizada com explicações dos modelos antes de se entrar nos conteúdos específicos. O teste produzido permite o diagnóstico de estudantes ou de grupos. A necessidade de desenvolver práticas de visualização para melhorar a compreensão de conceitos bioquímicos pelos estudantes mostrou-se um aspecto importante no estudo de vias metabólicas / Abstract: External representations are used in teaching of biochemistry. The metabolic pathways are a type of external representation and involve visual skills, are therefore closely related to visual literacy (ability to interpret images). There is an increasing concern regarding the diagnosis of students with difficulty to the biochemistry, this type of diagnosis is important to be able to propose solutions that would facilitate learning. This paper aims to describe the development and implementation of a computerized test to diagnose the visual literacy, related to the study of metabolic pathways for undergraduate students enrolled in courses in the biological and health. Initially, pilot tests have been developed with (models and items) that looked visual skills for the understanding of metabolic pathways most often represented in textbooks of biochemistry. The pilot tests were applied in 2007 and 2008 on undergraduate classes of various courses in the biological and health. The results served as a subsidy for some items were reformulated and others added. The results are processed using the Rasch model, both in the process of equalizing the pilot tests (for set of the final test) and for the treatment of the results obtained with calibration of items-respondents the applications for the final test. Three groups participated in the implementation of the final test and included 79 students distributed among the courses of physical education (UNICAMP), nursing (UNICAMP) and physiotherapy/nutrition (FAJ). From the data we used the calibration of items-respondents proposed by Rasch model resulting in the difficulty of items and visual skills presented by the groups. The results suggest that among the difficulties presented by the students in the learning of metabolism may be included the difficulty in understanding the external representations of metabolic maps. This difficulty can be minimized with the explanations of the models before they enter the specific content. The test produced allows the diagnosis of students or groups. The need of developing imagery to improve the understanding of biochemical concepts by students were an important aspect in the study of metabolic pathways / Mestrado / Bioquimica / Mestre em Biologia Funcional e Molecular

The primary purposes of this study were to identify motivational typologies of growth and stability and identify people who have crossed a boundary in terms of levels of hope and time perspective. This study draws upon two fields, philosophy and psychology. The philosophical framework traces its roots back to American pragmatism and Alfred North Whitehead’s Process Philosophy. The second set of theories proposed for investigation came from the relatively recent empirical endeavor known as positive psychology. Specifically, I tested the construct validity and predictive utility of hope and time perspective as predictors of academic time management and academic outcomes in a Japanese sample. The participants were 467 students attending one of the largest private universities in Japan. Several instruments were used to measure the relationship between hope and time perspective as independent variables and self-reported academic outcomes. The instruments were the Hope Disposition Survey, the Zimbardo Time Perspective Inventory, self-reported TOEIC and GPA scores, and the Vocabulary Size Test. The research design was a quantitative and qualitative mixed-methods research plan. Two relatively recent constructs from the area of positive psychology research known as hope theory (a goal-oriented construct) and the Zimbardo Time Perspective Inventory were utilized for empirical investigation. The use of a mixed-method research design allowed this study to add to our knowledge of the roles of hope and time management in goal directed behavior. The analytical tools included the Rasch model, confirmatory factor analyses (CFA), structural equation modeling (SEM), and latent growth curve modeling (LGM). The qualitative analysis was a phenomenological investigation (similar to a case study) into the relationship between affect, cognition, and motivation utilizing a Process Philosophy framework. Results of the Rasch and CFA indicated that hope and time perspective were viable constructs for this sample. The hope SEM results indicated that hope had a positive relationship with academic outcomes as hypothesized. The time perspective SEM indicated that future time perspective had a positive relationship and that present-hedonism had a negative relationship with academic behavior as hypothesized. LGM results indicated that study time management had a non-linear relationship with the academic calendar. Both sets of results must be considered with caution due to a design flaw in the data collection instruments and high levels of attrition for the LGMs. Finally, the interview results indicated that students in the sample were extrinsically motivated by situational variables such as professor signals of how to, how much, when to, and what to study and that transitions from secondary to tertiary level studies were difficult for students with low levels of hope. The results were interpreted to suggest that levels of student engagement in the sample were at a less than desirable level when compared to OECD or North American university expectations. However, results were considered to be generally supportive of hope and time perspective theory. / Applied Linguistics

Educational measurement research faces an unresolved dilemma: competently meeting the longstanding demand for improved vocabulary strength (depth) aspect assessments. My original contribution to knowledge in the written receptive vocabulary knowledge construct research domain is twofold. My first contribution is proposing an a priori metasynonymy awareness hypothesis based on a vocabulary strength aspect extension of O’Connor’s (1940) written receptive vocabulary acquisition developmental stage theory. My second contribution is designing and constructing a vocabulary extent (the nexus between vocabulary size (breadth) and strength aspects) test. The test, called the Polysemous Academic Vocabulary Extent Test, utilizes ordered triple rank (OTR) responses and a complementary six-tier incremental scoring guide rubric. An example test item includes a sentence stem with a bold keyword and three options, such as: All the reviews of the movie were positive. positive: a) sure b) good c) enviro / Language Arts