Sensitivity of test items to teaching quality

Naumann, Alexander; Rieser, Svenja; Musow, Stephanie; Hochweber, Jan; Hartig, Johannes

doi:10.1016/j.learninstruc.2018.11.002

Cited by 16 publications

(9 citation statements)

References 54 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Moreover, there is evidence for instructional sensitivity of CTt (Brackmann et al, 2017;Rose, Habgood, & Jay, 2019). This means that responses of students to the items change due to instruction (Naumann, Rieser, Musow, Hochweber, & Hartig, 2019). In sum, we regard CTt as a suitable instrument for measuring the CT of secondary students.…”

Section: Assessmentmentioning

confidence: 84%

Measuring Computational Thinking - Adapting a Performance Test and a Self-Assessment Instrument for German-Speaking Countries

Guggemos¹,

Seufert²,

González³

2019

Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)

View full text Add to dashboard Cite

Far-reaching technological changes are shaping our society and the ways in which we work. A key 21 st-century skill for taking advantage of those changes may be computational thinking (CT). CT aims at enabling humans to carry out more effective problem solving by utilizing concepts of computing and computer technology. For a successful integration of CT into curricula, however, it is important to take assessment into account. We review two instruments that capture CT: the Computational Thinkig Test (CTt), a performance test, and the Computational Thinking Scales (CTS), that relies on self-assessment. We have adapted both instruments from English to German. Using a sample of 202 upper-secondary students from Switzerland, we provide further evidence on the validity of both instruments. To this end, we apply item response theory and confirmatory factor analysis. Furthermore, we evaluate the relationship between CTt and CTS. Both instruments show good properties and may be suitable for assessing CT in German-speaking countries at the secondary level.

show abstract

Section: Assessmentmentioning

confidence: 84%

Measuring Computational Thinking - Adapting a Performance Test and a Self-Assessment Instrument for German-Speaking Countries

Guggemos¹,

Seufert²,

González³

2019

Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)

View full text Add to dashboard Cite

show abstract

“…Basic experiments and comprehensive experiments with professional characteristics mainly evaluate and determine the results from the three aspects of attendance, examination of the experimental process and experimental reports. Innovative and design experiments are generally individually tested and scored, and the final results are determined after the application of the excellent experimental group by on-site display, questioning, and simple answering by students (Naumann, Rieser, Musow, Hochweber, & Hartig, 2019).…”

Section: Experimental Assessment Methodsmentioning

confidence: 99%

Exploration and Practice of Innovation and Entrepreneurship Awareness Embedded in Experimental Teaching of Economic Management Major Undergraduates: A Case Study from China

Zuo¹,

Yao²,

Zhang³

2020

HES

View full text Add to dashboard Cite

China has proposed a new strategy driven by innovation, placing scientific and technological innovation at the core of the country’s overall development, and seeing it as a strategic support for improving social productivity and overall national strength. This puts forward new requirements for the construction of high-level universities and the cultivation of high-level talents. Undergraduates are currently the largest reserve talents in colleges and universities. To meet the needs of the new situation, it is the right time to train undergraduates who are innovative and entrepreneurial. Deepening the reform of innovation and entrepreneurship education in colleges and universities is a practical need for undergraduates to realize the Chinese dream. Facing the urgency of society's need for innovative and entrepreneurial talents, there is an urgent need to embed innovative and entrepreneurial elements in the undergraduate training process. This requires further deepening reforms in the content, form and structure of education to meet the needs of undergraduates for innovation and entrepreneurship.

show abstract

“…Using a performance test instead of self-assessment may be important because students' ability to correctly evaluate their IL seems to be low (Mahmood, 2016). Since both the i-MOOC and the IL test are based on the 7i framework, we may have achieved instructional sensitivity (Deutscher & Winther, 2018;Naumann, Rieser, Musow, Hochweber, & Hartig, 2019):…”

Section: Measurement Instrumentsmentioning

confidence: 99%

Learners don't know best: Shedding light on the phenomenon of the K-12 MOOC in the context of information literacy

Guggemos

Moser

Seufert

2022

Computers & Education

View full text Add to dashboard Cite

Sensitivity of test items to teaching quality

Cited by 16 publications

References 54 publications

Measuring Computational Thinking - Adapting a Performance Test and a Self-Assessment Instrument for German-Speaking Countries

Measuring Computational Thinking - Adapting a Performance Test and a Self-Assessment Instrument for German-Speaking Countries

Exploration and Practice of Innovation and Entrepreneurship Awareness Embedded in Experimental Teaching of Economic Management Major Undergraduates: A Case Study from China

Learners don't know best: Shedding light on the phenomenon of the K-12 MOOC in the context of information literacy

Contact Info

Product

Resources

About