Testing validity inferences for Genetic Drift Inventory scores using Rasch modeling and item order analyses

Tornabene, Robyn E.; Lavington, Erik; Nehm, Ross H.

doi:10.1186/s12052-018-0082-x

Cited by 8 publications

(6 citation statements)

References 32 publications

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“…Results showed that the item reliability was in the criteria of very good to excellent. The item reliability value was more than 0.90, indicating that the participant was big enough to confirm the apparent difficulties of the latent variable (Tornabene et al, 2018). Meanwhile, person reliability was categorized as fair.…”

Section: The Validity Of Students' Attitude Toward Convergence Instrumentioning

confidence: 98%

“…The person reliability value was between .74 and .78, meaning that it was categorized as fair reliability (Fisher, 2007). Person reliability indicates how well the student performs based on the Rasch-model (Tornabene et al, 2018). Cronbach Alpha (CTT) analyses show that the construct of knowledge has the lowest reliability value, and the construct of self-efficacy has the highest reliability value (reliability value .764 and .806, respectively).…”

Section: The Validity Of Students' Attitude Toward Convergence Instrumentioning

confidence: 99%

“…Generalization ensures that the instrument is not violent to a particular sample or group (e.g., gender), but it can be generalizable across the groups to make the valid data interpretation (Messick, 1995;Tornabene et al, 2018). Differential item functioning (DIF) using the IRT-Rasch analysis was conducted in this study to investigate whether the items can generalize across the group of gender and track.…”

Section: The Validity Of Students' Attitude Toward Convergence Instrumentioning

confidence: 99%

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The Relation of Gender and Track on High School Students’ Attitude Toward Convergence

Sya’bandari

Lee

et al. 2019

JBSE

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Preparing a positive attitude toward convergence is essential to help students grow into future generations with the ability to solve various complex problems. This research aims to examine high school students' attitude toward convergence and the relation to gender and track. Responses from 1,186 Indonesian students in tenth (10th) and eleventh (11th) grade were purposively collected. Students were administered twenty-three items of attitude toward convergence covering five constructs: knowledge, personal relevance, social relevance, interest, and self-efficacy. Data were analyzed using IRT-Rasch analyses, two-way ANOVA, Pearson correlation analysis, and cluster analyses. The primary finding of this research presented that high school students’ attitude toward convergence on the construct of interest and self-efficacy is significantly related to gender and track. Female students show to be more interested in convergence than male students. However, female students have lower self-efficacy. Additionally, science track students tend to be more interested in convergence than humanities track and showing higher self-efficacy. After performing cluster analysis, students are divided into three particular groups according to their attitude toward convergence. Finally, customized learning is proposed to improve students’ attitude toward convergence. Keywords: attitude toward convergence, female, humanities track, male, science track.

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Section: The Validity Of Students' Attitude Toward Convergence Instrumentioning

confidence: 98%

Section: The Validity Of Students' Attitude Toward Convergence Instrumentioning

confidence: 99%

Section: The Validity Of Students' Attitude Toward Convergence Instrumentioning

confidence: 99%

See 1 more Smart Citation

The Relation of Gender and Track on High School Students’ Attitude Toward Convergence

Sya’bandari

Lee

et al. 2019

JBSE

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“…2) emerge as necessary considerations in biology CI development, implementation, and score interpretations. Most CIs (Table 2) lack explicit alignment with the NRC's (2001) assessment triangle, contain implicit or unexamined cognitive assumptions, and as a result may generate ambiguous or debatable claims about student thinking about living systems (and, ultimately, cloud the field's attempt to make sense of how students think about living systems) (Tornabene, Lavington, & Nehm, 2018).…”

Section: Student Thinking About Living Systemsmentioning

confidence: 99%

Biology education research: building integrative frameworks for teaching and learning about living systems

Nehm

2019

Discip Interdscip Sci Educ Res

Self Cite

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This critical review examines the challenges and opportunities facing the field of Biology Education Research (BER). Ongoing disciplinary fragmentation is identified as a force working in opposition to the development of unifying conceptual frameworks for living systems and for understanding student thinking about living systems. A review of Concept Inventory (CI) research is used to illustrate how the absence of conceptual frameworks can complicate attempts to uncover student thinking about living systems and efforts to guide biology instruction. The review identifies possible starting points for the development of integrative cognitive and disciplinary frameworks for BER. First, relevant insights from developmental and cognitive psychology are reviewed and their connections are drawn to biology education. Second, prior theoretical work by biologists is highlighted as a starting point for reintegrating biology using discipline-focused frameworks. Specifically, three interdependent disciplinary themes are proposed as central to making sense of disciplinary core ideas: unity and diversity; randomness, probability, and contingency; and scale, hierarchy, and emergence. Overall, the review emphasizes that cognitive and conceptual grounding will help to foster much needed epistemic stability and guide the development of integrative empirical research agendas for BER.

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“…Despite this, some of the concept inventories require emailing authors, and other concept inventories may have restrictions on how they may be used. Finally, there may be problems with instrument validity if instructors use a partial set of questions from concept inventories, or even if they use questions in a different order (Balch 1989;Federer et al 2015;Hambleton and Traub 1974), although a study that included analysis of question order did not find an effect for the GeDI (Tornabene et al 2018). Using a partial set of questions may still provide valuable information to an instructor.…”

Section: Limitations Of Concept Inventoriesmentioning

confidence: 99%

Concept inventories as a resource for teaching evolution

Furrow

Hsu

2019

Evo Edu Outreach

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Understanding evolution is critical to learning biology, but few college instructors take advantage of the body of peer-reviewed literature that can inform evolution teaching and assessment. Here we summarize the peer-reviewed papers on tools to assess student learning of evolutionary concepts. These published concept inventories provide a resource for instructors to design courses, gauge student preparation, identify key misconceptions in their student population, and measure the impact of a lesson, course, or broader curriculum on student learning. Because these inventories vary in their format, target audience, and degree of validation, we outline and explain these features. In addition to summarizing the published concept inventories on topics within evolution, we lay out a flexible framework to help instructors decide when and how to use them.

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Testing validity inferences for Genetic Drift Inventory scores using Rasch modeling and item order analyses

Cited by 8 publications

References 32 publications

The Relation of Gender and Track on High School Students’ Attitude Toward Convergence

The Relation of Gender and Track on High School Students’ Attitude Toward Convergence

Biology education research: building integrative frameworks for teaching and learning about living systems

Concept inventories as a resource for teaching evolution

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