Education Commons^™

Inferential Procedures For Dominance Analysis Measures In Multiple Regression, Shuwen Tang

Theses and Dissertations

In order to better interpret a selected multiple regression model, researchers are often interested in whether a predictor is significantly more important than another or not. This study investigates the performance of the Normal-Theory based (asymptotic) confidence interval and bootstrap confidence intervals for predictors' dominance relationships using both normal and non-normal data. The results show that asymptotic confidence interval method is adequate to make inferences for comparing two general dominance measures when the distribution is multivariate normal or slightly non-normal and when the effect size is no less than 0.15 and the sample size is at least 100. However, the …

Predicting High-Stakes Tests Of Math Achievement Using A Group-Administered Rti Instrument: Validating Skills Measured By The Monitoring Instructional Responsiveness: Math, Jeremy Thomas Coles

Doctoral Dissertations

Three universal screeners and nine progress monitoring probes from the Monitoring Instructional Responsiveness: Math (MIR:M), a silent, group-administered math assessment designed for implementation with an RTI Model, were administered to 223 fifth-grade students. The growth parameters of the overall MIR:M composite and two global composites (math calculation and math reasoning) identified significant variation in student growth, within significant linear and quadratic trajectories. However, there were significant differences in the nature of the growth trajectories that have applied educational implications. In addition, growth parameters across the three composites provided significant predictive potential when using the Tennessee Comprehensive Assessment Program (TCAP) Achievement …

Dif Analyses In Multilevel Data: Identification And Effects On Ability Estimates, Yao Wen

Theses and Dissertations

Fairness is an important issue in educational testing in that different groups of examinees should have equal probabilities of answering an item correctly, provided they have the same capabilities. Therefore, differential item functioning (DIF) analyses were developed due to the possibility of bias in cognitive or achievement tests. Data are multilevel structured in educational testing as students are nested within teachers who are nested within schools, and which may further be nested within districts. Although DIF analyses have been discussed for decades, they are rarely investigated in multilevel data. In this study, DIF analyses in multilevel data were investigated via …

The Reliability And Validity Of The Thin Slice Technique: Observational Research On Video Recorded Medical Interactions, Tanina Suzanne Foster

Wayne State University Dissertations

The Reliability and Validity of the Thin Slice Technique: Observational Research on Video Recorded Medical Interactions

Introduction: Observational research using the thin slice technique has been routinely incorporated in observational research methods, however there is limited evidence supporting use of this technique compared to full interaction coding. The purpose of this study was to determine if this technique could be reliability coded, if ratings are consistent between the first, second and third slice, and if they are indeed representative of full interactions.

Methods: Three 30-second thin slices were sampled from the beginning, middle and end of a full-length video-recorded …

Validation Of The Item-Attribute Matrix In Timss-Mathematics Using Multiple Regression And The Lsdm, Lin Ma

Electronic Theses and Dissertations

For many cognitive diagnostic models, the item-attribute matrix (or Q-matrix) is an essential component which displays the relationship between items and their latent attributes or skills in knowledge and cognitive processes. However, it is a challenge to develop an effective Q-matrix.The purposes of this study were (1) to validate of the item-attribute matrix using two levels of attributes (Level 1 attributes and Level 2 sub-attributes), and (2) through retrofitting the diagnostic models to the mathematics test of the Trends in International Mathematics and Science Study (TIMSS), to evaluate the construct validity of TIMSS mathematics assessment by comparing the results of …

Teacher Support Mediates Concurrent And Longitudinal Associations Between Temperament And Mild Depressive Symptoms In Sixth Grade, Kathleen Moritz Rudasill, Patrick Pössel, Stephanie Winkeljohn Black, Kate Niehaus

Department of Educational Psychology: Faculty Publications

The combination of changes occurring at the transition to middle school may be a catalyst for the onset of depressive symptoms, yet teacher support at this transition is protective. Research points to certain temperamental traits as risk factors for developing depressive symptoms. This study examines student reports of teacher support and teacher reports of student–teacher relationship (STR) quality as mediators of associations between child temperament (i.e. negative emotionality at age 4½ : and emotional reactivity in elementary grades) and depressive symptoms in sixth grade. Results indicate (a) negative emotionality predicted emotional reactivity and depressive symptoms; (b) emotional reactivity predicted depressive …

Using Above-Level Testing To Track Growth In Academic Achievement In Gifted Students, Russell Warne

Russell T Warne

Above-level testing is the practice of administering aptitude or academic achievement tests that are designed for typical students in higher grades or older age-groups to gifted or high-achieving students. Although widely accepted in gifted education, above-level testing has not been subject to careful psychometric scrutiny. In this study, I examine reliability data, growth trajectories, distributions, and group differences of above-level test scores obtained from the Iowa Tests of Basic Skills and Iowa Tests of Educational Development. Two hundred twenty-four middle school students participated in this study. All participants were tested at least 1 time for an overall total of 435 …

Rasch Maximum Likelihood Estimation For Theta And W-Scores With Panel Study Of Income Dynamics Woodcock-Johnson Revised Achievement Raw Scores, Ezekiel J. Dixon-Román

Ezekiel J Dixon-Román

This appendix explains the estimation of the Rasch maximum likelihood estimated thetas using the raw scores of the Woodcock-Johnson Revised Achievement Measure in the Panel Study of Income Dynamics. It is then discussed how to estimate the W-scores from the Rasch maximum likelihood estimated thetas. The W-scores ensure stability in score changes that accounts for item difficulty and person ability for growth modeling.