Orientador: Luiz Carlos de Freitas, Dalton Francisco de Andrade / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-10T21:12:26Z (GMT). No. of bitstreams: 1 Stevao_ChristianeBellorioGennarideAndrade_M.pdf: 5247957 bytes, checksum: 947de91bb797b7b1b693ceab7297dd14 (MD5) Previous issue date: 2008 / Resumo: Este trabalho teve como problema pesquisa mostrar os resultados obtidos aplicando a Teoria da Resposta ao Item aos dados do Projeto GERES Campinas, o qual utiliza todos itens de um teste como âncora para a criação da escala de proficiência, e assim comparar os resultados com a forma clássica de se elaborar escalas, o qual usa critérios específicos para aceitação de um item como item âncora. Para isso trabalhamos com os dados da pesquisa GERES, um estudo longitudinal com alunos de 1ª a 4ª série do ensino fundamental na cidade de Campinas, que teve seu início em março de 2005, nas três redes de ensino, Estadual, Municipal e Particular. Apresentamos o desempenho dos alunos nas três primeiras aplicações, no teste de matemática, e mostramos que há divergência entre as duas técnicas / Abstract: This work had as a research issue to show the results obtained by applying the Theory of the Response to the item to the database from the GERES' Project of Campinas. This Project utilizes all the items of a test as an anchor to make the scale of proficiency, and then to compare the obtained results with the classical way to elaborate scales. The latter uses specific criteria for the approval of an item as an anchor item. Therefore, we have analyzed the data from GERES' Project, which consists of a longitudinal study with 1st to 4th grade students of Elementary School of Campinas City (State, Municipal and Private School System) that started in March, 2005. We present the performance of the students in the Mathematic Test considering the first three applications of GERES Project and as a conclusion we found a divergence between the two methods / Mestrado / Ensino, Avaliação e Formação de Professores / Mestre em Educação

Orientadores: Caio Lucidius Neberezny Azevedo, Hildete Prisco Pinheiro / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Matemática, Estatística e Computação Científica / Made available in DSpace on 2018-08-20T00:05:22Z (GMT). No. of bitstreams: 1 Pereira_SheilaReginadosSantos_M.pdf: 25409754 bytes, checksum: 462fcbdec414321c70cbff248acc4ed1 (MD5) Previous issue date: 2012 / Resumo: Na área educacional é crescente o interesse pela aplicação de técnicas derivadas da Teoria de Resposta ao Item (TRI), já que esta metodologia vem sendo utilizada em processos qualitativos da avaliação psicológica e educacional. Porém, na grande parte das avaliações que empregam itens de múltipla escolha, é comum a redução das respostas em padrões de certo ou errado para a utilização desses modelos. A dicotomização das respostas dos indivíduos ignora qualquer conhecimento parcial que ele possa ter da resposta correta, pois assume implicitamente que ou o indivíduo tem conhecimento para escolher a alternativa correta, ou não o tem e seleciona aleatoriamente uma das alternativas. Desta maneira, a informação do conhecimento parcial não é ser usada na estimação dos traços latentes. Nesse sentido, o objetivo do presente trabalho é mostrar a eficiência do Modelo de Resposta Nominal no processo de estimação dos traços latentes dos indivíduos submetidos a testes com itens de múltipla escolha, bem com, analisar e interpretar os parâmetros dos itens estimados por esse modelo / Abstract: In the educational field there is growing interest in applying techniques derived from the TRI, since this methodology has been used in qualitative processes of psychological and educational assessment. However, in most of the educational assessments that use multiple choice items is common to decreased response in patterns of right or wrong to use these models. The dichotomization of the responses of individuals ignores any partial knowledge he may have the correct answer, or because it implicitly assumes that the individual has knowledge to choose the correct alternative, or do not have it and randomly selects one of the alternatives. Thus, information from the partial knowledge is not to be used in the estimation of latent traits. In this sense, the objective of this work is to show the efficiency of the Nominal Response Model in the estimation of latent traits of individuals tested with multiple choice items, as well as analyze and interpret the parameters of the items estimated by this model / Mestrado / Estatistica / Mestre em Estatística

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.

Les travaux en psychologie ont mis en évidence que les jeunes et âgés utilisent différentes stratégies pour accomplir des tâches cognitives. La question qui se pose alors est comment nous choisissons une stratégie parmi plusieurs stratégies disponibles. Afin de mieux comprendre la sélection stratégique, l’objectif de cette thèse était d’étudier le phénomène de changement stratégique intra-item et son évolution au cours du vieillissement, d’une part, et de mettre en évidence les mécanismes impliqués lors du choix d’une stratégie, d’autre part. Nos données montrent que différentes variables, intrinsèques et extrinsèques aux problèmes, influencent la capacité de changement stratégique intra-item au cours du vieillissement. Les jeunes et les âgés interrompent une stratégie en cours d’exécution et choisissent une stratégie différente que celle précédemment exécutée. Les participants changeaient plus fréquemment de stratégies afin de choisir la meilleure stratégie, et ce d’autant plus que la stratégie était facile à exécuter. Les âgés avaient de plus difficultés que les jeunes à changer de stratégies et par conséquent, ils choisissaient moins fréquemment la meilleure stratégie. Nous montrons aussi que la sélection stratégique est associée à une augmentation de l’activité cérébrale dans des régions préfrontales bien connues pour être le siège des fonctions exécutives. Enfin, nous discutons en quoi ces résultats ont d’importantes implications concernant, les modèles théoriques de la sélection stratégique, et concernant le vieillissement cognitif. / Psychology research has shown that young and older adults used different strategies to accomplish a cognitive task. Thus, the issue of how we choose a strategy among several available strategies is raised. In order to further understand strategy selection, the goal of this thesis was to investigate the within-item strategy switching and its evolution with age, on one hand, and to highlight mechanisms involved in the selection strategy, on other hand. Our data show that different variables, intrinsic and extrinsic to the problems, affect the ability of switching strategies within item during aging. Young and older adults interrupt a mid-execution strategy and choose a different strategy than previously executed. Participants switched strategies more frequently to choose the best strategy, and especially when the strategy was easy to execute. Older adults had more difficulties than young adults to switch strategies and therefore, they chose less frequently the best strategy. We also show that the strategy selection is associated with increased brain activities in prefrontal regions, well known to be the seat of executive functions. Finally, we discuss how these results have important implications for theoretical models of strategy selection, and for cognitive aging.

A limited number of culturally appropriate personality assessments are currently available in South Africa due to the mass importation of psychometric assessments in the past. The South African Personality Inventory (SAPI) project was initiated as a result of the growing demand for culturally appropriate assessment instruments as well as the change in South African legislation regarding psychometric testing (Section 8 of the Employment Equity Act, No. 47 of 2013). The SAPI project aims to identify universal and culture-specific personality traits for all 11 language groups in South Africa. The project’s central research objectives are to develop a personality instrument that complies with South African legislation, meets all the regular criteria for adequate assessment as formulated in psychology, and is relevant for South-African institutions. The SAPI project consists of multiple studies that are aimed at enabling the use of the SAPI within the open market in order to allow practitioners to validly assess personality within the South African context. This study forms part of the quantitative body of work within the SAPI project and builds on the literature of the SAPI, resulting in a more acceptable instrument. The primary objective of this study was to determine whether block– or random-item sequencing provides the best factorial replication within the framework of the SAPI. This was investigated by comparing the results obtained by administering both block- and random versions of the SAPI to a total sample of N=429 respondents at multiple private nursing education institutions. Both the block– and random-SAPI versions consisted of 262 closed-ended questions that were administered using a pen-and-paper methodology. The data preparation indicated that four block- and 19 random-items were problematic and could not be included in the analysis. After removing the problematic items, a strategy was used to formulate a conclusion pertaining to the superior item sequence. This strategy included performing an exploratory factor analysis on each of the nine factors for both the random- and block-response sets. The factor loadings were analyzed, interpreted and presented separately. The researcher looked at the most plausible sub-cluster structure for each of the nine factors, followed by assessing the structural similarity between the two response sets by comparing them to the conceptual qualitative personality structure to identify which response set was more closely related. The reliability of all the factors and sub-clusters for both response sets were also analysed and reported. The final conclusion was derived from an overall comparison made between the block- and random response sets. By utilizing the strategy it was determined that the block response set provided for a better structurally and factorially valid framework when applied to the conceptual personality structure of the SAPI. However, upon closer inspection, the differences between the block- and random response sets seem to be trivial. The findings therefore indicate that the random response set can also be used as only minor differences were noticed when compared to the block response set. / Dissertation (MCom)--University of Pretoria, 2014. / tm2015 / Human Resource Management / MCom / Unrestricted

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[pt] Este trabalho de conclusão de curso tem dois objetivos. O primeiro, tornar acessível aos Diretores, Coordenadores e Professores os dados dos seus alunos que participaram do Exame Nacional do Ensino Médio (ENEM) 2012, divulgados pelo INEP através dos Microdados do ENEM 2012, por intermédio de uma ferramenta que permite conhecer, analisar, tomar decisões e criar estratégias para o aprimoramento do projeto pedagógico do Estabelecimento de Ensino. O segundo objetivo é o de capacitar pessoas para obter estes dados e desenvolver as suas próprias ferramentas utilizando o programa Excel. / [en] The present work aims at achieving two objectives. The first one is to make it accessible to principals, coordinators and teachers, data about their students who took part in ENEM (Exame Nacional do Ensino Médio / High School National Exam) in 2012. This data was released by INEP, a governmental institute, based on each candidate s information on the test. The tool used to get this data makes it possible to obtain, analyse, make decisions and create strategies to improve the pedagogic plan of the school. The second objective is to train people to get this data and develop their own tools using the Microsoft Office Excel.