Assessment of giftedness using the Rasch Model: Test for Identifying Gifted Students in Mathematics (TIM)

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14230%2F16%3A00089487" target="_blank" >RIV/00216224:14230/16:00089487 - isvavai.cz</a>

Výsledek na webu

—

DOI - Digital Object Identifier

—

Jazyk výsledku

angličtina

Název v původním jazyce

Assessment of giftedness using the Rasch Model: Test for Identifying Gifted Students in Mathematics (TIM)

Popis výsledku v původním jazyce

Test for Identifying Gifted Students in Mathematics (abbreviate to TIM) is a new unidimensional test with two parallel forms for assessment high ability in math for 3rd to 5th graders in the Czech Republic. The item bank composed of three facets based mainly on difficult tasks, which are not included in the school education in particular grades, but which can be solved with mathematical knowledge available to primary grades students. During one preliminary (n = 223), three pilot (n = 524) and one standardization (n = 797) data collection we conducted item analysis and we tested validity and reliability. Due to high test difficulty, skewed distribution and ordinal data structure we used Partial Credit Rasch Model (PCRM). We merged pilot and standardization samples into one dataset (and verified item fit using DIF analysis) and equated both forms trough common-item non-equivalent group design. Data fitted to PCRM, X2(31754) = 31773,88, p = 0,45.

Název v anglickém jazyce

Assessment of giftedness using the Rasch Model: Test for Identifying Gifted Students in Mathematics (TIM)

Popis výsledku anglicky

Test for Identifying Gifted Students in Mathematics (abbreviate to TIM) is a new unidimensional test with two parallel forms for assessment high ability in math for 3rd to 5th graders in the Czech Republic. The item bank composed of three facets based mainly on difficult tasks, which are not included in the school education in particular grades, but which can be solved with mathematical knowledge available to primary grades students. During one preliminary (n = 223), three pilot (n = 524) and one standardization (n = 797) data collection we conducted item analysis and we tested validity and reliability. Due to high test difficulty, skewed distribution and ordinal data structure we used Partial Credit Rasch Model (PCRM). We merged pilot and standardization samples into one dataset (and verified item fit using DIF analysis) and equated both forms trough common-item non-equivalent group design. Data fitted to PCRM, X2(31754) = 31773,88, p = 0,45.

Druh

O - Ostatní výsledky

CEP obor

AN - Psychologie

OECD FORD obor

—

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2016

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů