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391	A Psychometric Evaluation of Script Concordance Tests for Measuring Clinical Reasoning Wilson, Adam Benjamin 29 January 2014 (has links) Indiana University-Purdue University Indianapolis (IUPUI) / Purpose: Script concordance tests (SCTs) are assessments purported to measure clinical data interpretation. The aims of this research were to (1) test the psychometric properties of SCT items, (2) directly examine the construct validity of SCTs, and (3) explore the concurrent validity of six SCT scoring methods while also considering validity at the item difficulty and item type levels. Methods: SCT scores from a problem solving SCT (SCT-PS; n=522) and emergency medicine SCT (SCT-EM; n=1040) were used to investigate the aims of this research. An item analysis was conducted to optimize the SCT datasets, to categorize items into levels of difficulty and type, and to test for gender biases. A confirmatory factor analysis tested whether SCT scores conformed to a theorized unidimensional factor structure. Exploratory factor analyses examined the effects of six SCT scoring methods on construct validity. The concurrent validity of each scoring method was also tested via a one-way multivariate analysis of variance (MANOVA) and Pearson’s product moment correlations. Repeated measures analysis of variance (ANOVA) and one-way ANOVA tested the discriminatory power of the SCTs according to item difficulty and type. Results: Item analysis identified no gender biases. A combination of moderate model-fit indices and poor factor loadings from the confirmatory factor analysis suggested that the SCTs under investigation did not conform to a unidimensional factor structure. Exploratory factor analyses of six different scoring methods repeatedly revealed weak factor loadings, and extracted factors consistently explained only a small portion of the total variance. Results of the concurrent validity study showed that all six scoring methods discriminated between medical training levels in spite of lower reliability coefficients on 3-point scoring methods. In addition, examinees as MS4s significantly (p<0.001) outperformed their MS2 SCT scores in all difficulty categories. Cross-sectional analysis of SCT-EM data reported significant differences (p<0.001) between experienced EM physicians, EM residents, and MS4s at each level of difficulty. When considering item type, diagnostic and therapeutic items differentiated between all three training levels, while investigational items could not readily distinguish between MS4s and EM residents. Conclusions: The results of this research contest the assertion that SCTs measure a single common construct. These findings raise questions about the latent constructs measured by SCTs and challenge the overall utility of SCT scores. The outcomes of the concurrent validity study provide evidence that multiple scoring methods reasonably differentiate between medical training levels. Concurrent validity was also observed when considering item difficulty and item type. psychometrics script concordance test factor analysis clinical reasoning Analysis of variance Multivariate analysis Medical logic -- Measurement Examinations -- Design and construction Uncertainty Sex role -- Research -- Methodology Cognitive learning theory Cognitive psychology -- Research
392	Repräsentationswechsel zwischen Moleküldarstellungen / Eine querschnittliche Untersuchung von Einflussfaktoren auf die Translationsfähigkeit Grottke, Tina 30 July 2024 (has links) Externe Repräsentationen sind für das Verständnis und die Vermittlung chemischer Phänomene und Konzepte essenziell. Lernende werden mit einer Vielzahl an Darstellungen konfrontiert, mit denen sie geeignet umgehen müssen, um die darin transportierten Inhalte zu erfassen. Eine wichtige Voraussetzung für die flexible Verwendung mehrerer Repräsentationen im Lehr- und Lernprozess stellt die sogenannte Translationsfähigkeit dar, welche das Überführen verschiedener Darstellungsformen ineinander beschreibt. Empirische Studien weisen dahingehend auf Defizite bei Lernenden hin. Demzufolge untersucht die vorliegende Arbeit in einer quantitativen Querschnittstudie, inwiefern (a) Übersetzungswege und (b) zu übersetzende Stoffklassen die Übersetzungsschwierigkeit beeinflussen und (c) welche Zusammenhänge zwischen personenbezogenen Eigenschaften und der Translationsfähigkeit bei Lernenden bestehen. Die Stichprobe umfasst Lernende der 10. und 11. Jahrgangsstufe des Bundeslandes Berlin. Für die Erfassung der Translationsfähigkeit wurde ein Erhebungsinstrument konzipiert, dessen Aufgaben in einem Think-Aloud-Setting (N = 10) und in einer quantitativen Vorstudie (N = 225) pilotiert wurden. Die Auswertung der Daten erfolgte unter Anwendung von Item-Response-Theorie sowie Zusammenhangsanalysen. Die Ergebnisse (N = 629) zeigen, dass sich Übersetzungswege zwischen Moleküldarstellungen geringfügig in der Übersetzungsschwierigkeit unterscheiden und ähnlich hohe Anforderungen an die Translationsfähigkeit stellen (a). Zu übersetzende Stoffklassen zeigen Unterschiede in den Übersetzungsschwierigkeiten und damit in den Translationsanforderungen an Lernende (b). In einer multiplen Regression konnten personenbezogene Eigenschaften wie deklaratives Fachwissen und Mental Load als Prädiktoren der Translationsfähigkeit identifiziert werden (c). Die Befunde bieten damit Ansatzpunkte zum Umgang mit Lerngelegenheiten mit Translationsanforderungen und Möglichkeiten für Anschlussforschung. / External representations are important to understand and teach chemical phenomena and concepts. Students are faced with a multitude of representations, which they have to deal with appropriately to comprehend the content conveyed to them. An important prerequisite for the flexible use of several representations in teaching and learning processes is the so-called translation ability, which includes switching from one form of representation to another. However, empirical work reveals deficits among students. To shed light on these deficits, this work uses a quantitative cross-sectional study to investigate how the variables (a) translation path and (b) chemical class influence the translation difficulty, and (c) which correlations exist between students’ personal characteristics and their translation ability. The sample consists of 10th and 11th grade students from high schools in Berlin. To assess translation ability, a multiple-choice test was developed and validated in a think-aloud setting (N = 10) and a quantitative pre-study (N = 225). The data were analyzed using item response theory, as well as correlation and regression analyses. The results (N = 629) indicated that translation paths between molecular representations differ only slightly in terms of translation difficulty and have similarly high translation ability requirements (a). Regarding chemical classes, differences in translation difficulty and thus translation requirements for students could be identified (b). In a multiple regression, person-related variables such as declarative knowledge and mental load could be identified as predictors of translation ability (c). Thereby, these findings provide first principles for dealing with learning opportunities that have translation requirements and possibilities for follow-up research. Item-Response-Theorie externe Repräsentationen Translationsfähigkeit systematische Testinstrumententwicklung Moleküldarstellungen Naturwissenschaftsdidaktik multiple Repräsentationen Sekundarstufe I bayesianische Statistik frequentistische Statistik Chemie quantitative Querschnittstudie digitale Datenerhebung Item-Response-Theory external representations translation ability chemistry education systematic test instrument development molecular representation multiple representations science education secondary education Bayesian statistics frequentist statistics Chemiedidaktik chemistry cross-sectional study digital assessment ddc:540
393	Optimierung von Messinstrumenten im Large-scale Assessment Hecht, Martin 21 July 2015 (has links) Messinstrumente stellen in der wissenschaftlichen Forschung ein wesentliches Element zur Erkenntnisgewinnung dar. Das Besondere an Messinstrumenten im Large-scale Assessment in der Bildungsforschung ist, dass diese normalerweise für jede Studie neu konstruiert werden und dass die Testteilnehmer verschiedene Versionen des Tests bekommen. Hierbei ergeben sich potentielle Gefahren für die Akkuratheit und Validität der Messung. Um solche Gefahren zu minimieren, sollten (a) die Ursachen für Verzerrungen der Messung und (b) mögliche Strategien zur Optimierung der Messinstrumente eruiert werden. Deshalb wird in der vorliegenden Dissertation spezifischen Fragestellungen im Rahmen dieser beiden Forschungsanliegen nachgegangen. / Measurement instruments are essential elements in the acquisition of knowledge in scientific research. Special features of measurement instruments in large-scale assessments of student achievement are their frequent reconstruction and the usage of different test versions. Here, threats for the accuracy and validity of the measurement may emerge. To minimize such threats, (a) sources for potential bias of measurement and (b) strategies to optimize measuring instruments should be explored. Therefore, the present dissertation investigates several specific topics within these two research areas. Psychologie Bildungsforschung Optimierung Kontexteffekte Bearbeitungszeit Blockpaarbalance Designeffekte Designbalancierung Generalisierte lineare Mischmodelle IQB IRT Lineare Mischmodelle Messmodell Messinstrument Multi-Matrix Design Parameterschätzung Parameterverzerrung Positionsbalance Rasch-Modell Testhefteffekte Testheftschwierigkeit Testheftleichtigkeit Testdesign Unvollständige Blockdesigns Positionseffekte Schulleistungsstudien context effects optimization linear mixed models generalized linear mixed models response time educational assessment cluster pair balance design effects design balance item response theory measurement model measurement instrument parameter estimation parameter bias position balance psychology Rasch model 1PL model booklet effects booklet difficulty booklet easiness test design booklet design incomplete block design multiple matrix sampling position effects large-scale assessment 150 Psychologie 11 Psychologie CM 3000 CM 3200 ddc:150

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