This article reports on one aspect of a multifaceted inquiry into the attitudes and anxieties that prospective elmentary teachers may have toward teaching mathematics. At the beginning, midterm, and end of one semester, students were asked to respond to an Attitudes Towards Mathematics and its Teaching (ATMAT) scale. The students were from two sections taught by the same instructor. One important aspect of this attitude scale was that it was used to elicit responses concerning prior experiences related to mathematics. This article specifically addresses the characteristics of the scale. Two psychometric models were employed: classical true-score theory and the one-parameter Rasch item response theory. These models provided data supporting the ATMAT scale's reliability, its content and construct validity, and its invariance over three time points.
Background The Depression Anxiety Stress Scale 21 (DASS-21) is a mental health screening tool with conflicting studies regarding its factor structure. No studies have yet attempted to develop a computer adaptive test (CAT) version of it. Objective This study calibrated items for, and simulated, a DASS-21 CAT using a nonclinical sample. Methods An evaluation sample (n=580) was used to evaluate the DASS-21 scales via confirmatory factor analysis, Mokken analysis, and graded response modeling. A CAT was simulated with a validation sample (n=248) and a simulated sample (n=10,000) to confirm the generalizability of the model developed. Results A bifactor model, also known as the “quadripartite” model (1 general factor with 3 specific factors) in the context of the DASS-21, displayed good fit. All scales displayed acceptable fit with the graded response model. Simulation of 3 unidimensional (depression, anxiety, and stress) CATs resulted in an average 17% to 48% reduction in items administered when a reliability of 0.80 was acceptable. Conclusions This study clarifies previous conflicting findings regarding the DASS-21 factor structure and suggests that the quadripartite model for the DASS-21 items fits best. Item response theory modeling suggests that the items measure their respective constructs best between 0θ and 3θ (mild to moderate severity).
BACKGROUND The Depression Anxiety Stress Scale 21 (DASS-21) is a mental health screening tool with conflicting studies regarding its factor structure. No studies have yet attempted to develop a computer adaptive test (CAT) version of it. OBJECTIVE This study calibrated items for, and simulated, a DASS-21 CAT using a nonclinical sample. METHODS An evaluation sample (n=580) was used to evaluate the DASS-21 scales via confirmatory factor analysis, Mokken analysis, and graded response modeling. A CAT was simulated with a validation sample (n=248) and a simulated sample (n=10,000) to confirm the generalizability of the model developed. RESULTS A bifactor model, also known as the “quadripartite” model (1 general factor with 3 specific factors) in the context of the DASS-21, displayed good fit. All scales displayed acceptable fit with the graded response model. Simulation of 3 unidimensional (depression, anxiety, and stress) CATs resulted in an average 17% to 48% reduction in items administered when a reliability of 0.80 was acceptable. CONCLUSIONS This study clarifies previous conflicting findings regarding the DASS-21 factor structure and suggests that the quadripartite model for the DASS-21 items fits best. Item response theory modeling suggests that the items measure their respective constructs best between 0θ and 3θ (mild to moderate severity).
The “Investigations” department features children's hands-on and minds-on explorations in mathematics and presents teachers with open-ended investigations to enhance mathematics instruction. These tasks invoke problem solving and reasoning, require communication skills, and connect various mathematical concepts and principles. The ideas presented here have been tested in classroom settings.
Margaret is an experienced high school mathematics teacher who is always searching for ways to “get the kids turned on to math.” As a result, she is very concerned about understanding better the diverse student populations she teaches, and she recognizes that her traditional teacher-centered methods of teaching and assessing often did not allow her to reach all her students. For the past three years, she has been involved in an in-service program on alternative assessment, and she has used many new techniques, such as portfolios and open-ended questions, to enrich the mathematical environment in her classroom. She recalls her earlier days of teaching, which she describes as lecture and teacher oriented. Then, her students seldom worked together. She assigned them mostly algorithmic exercises, which also dominated her tests and quizzes. Although her students were generally successful, something was missing for Margaret. She wanted students to share her excitement about mathematics, but this enthusiasm was rarely apparent. She “wasn't brave enough to go outside the traditional setting” until she became involved with other like-minded teachers who shared her desire to teach and assess mathematics differently.
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