Validity and Reliability of Assessment Instruments for Analytical Thinking Ability and Chemical Literacy in the Colligative Properties

The present study aimed at preparing a program based on Fiqh Al Nawazel (Contemporary Issues Islamic Jurisprudence) for developing the analytical thinking skills and awareness of the Contemporary Jurisprudence Issues among the intermediate stage students in the Kingdom of Saudi Arabia. To fulfill this purpose, the researcher prepared a list of the analytical thinking skills in the Fiqh curriculum and other dimensions for the awareness of Contemporary Jurisprudential Issues among the first grade students of the intermediate stage. Moreover, he prepared a test for measuring the analytical thinking skills and a rubric for the awareness of Contemporary Jurisprudential Issues among the students of the first grade intermediate stage, and verified its validity and reliability. The researcher prepared a program for the study based on the Jurisprudence of Al-Nawazel, including thirteen Jurisprudential Nazilah. The participants of the study were 37 students from the first grade, intermediate stage. The results revealed the effectiveness of the program in developing the analytical thinking skills in Fiqh curriculum, in developing the main analytical thinking skills, and the students' awareness of the contemporary jurisprudence issues as a whole, and in its different dimensions (cognitive, practical and affective). Moreover, the results showed a positive correlational relationship at the level of 0.01 between developing the analytical thinking skills in the jurisprudence Fiqh curriculum and developing the awareness of Contemporary Jurisprudential Issues.

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The implementation of LKS based on the concept attainment model to improving student's analytical thinking ability

JURNAL BIOEDUKATIKA ◽

10.26555/bioedukatika.v8i2.12492 ◽

2020 ◽

Vol 8 (2) ◽

pp. 102

Author(s):

Raddina Aprilia Putri ◽

Yunin Hidayati ◽

Irsad Rosidi ◽

Wiwin Puspita Hadi

Keyword(s):

Concept Attainment ◽

Analytical Thinking ◽

Thinking Ability

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Engaging Faculty in Examining the Validity of Locally Developed Performance-Based Assessments

Performance-Based Assessment in 21st Century Teacher Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-8353-0.ch004 ◽

2019 ◽

pp. 81-119

Author(s):

Kathy J. Bohan ◽

Cynthia A. Conn ◽

Suzanne L. Pieper

Keyword(s):

Measurement Theory ◽

Assessment Instruments ◽

Validity And Reliability ◽

Preparation Programs ◽

Educator Preparation ◽

Inquiry Process ◽

Self Study ◽

Performance Based Assessment ◽

Practice Approach ◽

Intended Interpretation

Locally developed performance-based assessment instruments must provide evidence of validity and reliability supporting their intended interpretation and use. Accrediting bodies, such as the Council for the Accreditation of Educator Preparation (CAEP), require Educator Preparation Programs (EPPs) to provide this evidence in their accreditation self-study. However, faculty may not have the expertise to conduct an effective examination of their assessments. This chapter describes a process for gathering evidence to build a validity argument for locally developed performance-based assessments. Grounded in measurement theory, the Validity Inquiry Process (VIP) guides faculty through a reflective practice approach towards making defensible claims about the use of results from locally developed performance-based assessments. Using this process, faculty can have greater confidence in using their performance-based assessments to provide feedback to their students, as well as offer assurances of program quality or to identify areas for improvement.

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Scoring Second Signed Language Assessment

10.1093/oso/9780190885052.003.0027 ◽

2021 ◽

pp. 315-328

Author(s):

Tobias Haug ◽

Eveline Boers-Visker ◽

Wolfgang Mann ◽

Geoffrey Poor ◽

Beppie Van den Bogaerde

Keyword(s):

Language Production ◽

Interrater Reliability ◽

Language Assessment ◽

Rating System ◽

Assessment Instruments ◽

Validity And Reliability ◽

Rater Reliability ◽

Signed Language ◽

Assessment Research

There exists a scarcity in signed language assessment research, especially on scoring issues and interrater reliability. This chapter describes two related assessment instruments, the SLPI and the NFA, which offer scoring criteria. Raters are provided with scales for evaluating the different components of the language production of the candidate. Through its use, the rating system has been proved successful; there is, however, hardly any data on interrater reliability. In this chapter, the authors describe reliability issues with attention to raters’ training and score resolution techniques and discuss how to identify and increase rater reliability. The dearth of knowledge on signed language assessment, and in particular its validity and reliability, indicates an urgent need for more research in this area.

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Quality of Instruments Used to Assess Competencies in Athletic Training

Athletic Training Education Journal ◽

10.4085/0704187 ◽

2012 ◽

Vol 7 (4) ◽

pp. 187-197 ◽

Cited By ~ 2

Author(s):

Jim F. Schilling

Keyword(s):

Athletic Training ◽

Quality Criteria ◽

Summative Assessment ◽

Assessment Method ◽

Assessment Instrument ◽

Assessment Instruments ◽

Validity And Reliability ◽

Professional Programs ◽

Assessment Of Competencies

Context: An emphasis on knowledge and skill competency acquisition continues to gain importance in allied health professions. Accuracy and fairness in the summative assessment of competencies are essential to ensure student competence. A positive demonstration of validity, reliability, and authentic quality criteria are needed to achieve evidence-based practice considerations in the assessment of competencies. Objective: To present a variety of instruments used in the assessment of competencies established in the fifth edition of the athletic training competencies document and judge them based on validity, reliability, and authenticity criteria. Data Sources: Literature reviewed for this article included published articles pertaining to the assessment of competencies used in health care professional programs. Data Synthesis: Self, written, and observation assessment methods with specific types of instruments for each category are used in the summative assessment of competencies. Quality of the assessment instruments are considered to ensure score authenticity, validity, and reliability of measures. The type of assessment instrument and its content was recommended depending on the level of competence, which was categorized according to the depth of understanding and complexity of skill in the competencies. Conclusions: There was no one-size-fits-all assessment method determined. Certain instruments demonstrated greater quality than others and were used depending on assessment goals and resources.

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Students’ science process skill and analytical thinking ability in chemistry learning

10.1063/1.4995100 ◽

2017 ◽

Cited By ~ 6

Author(s):

Irwanto ◽

Eli Rohaeti ◽

Endang Widjajanti ◽

Suyanta

Keyword(s):

Process Skill ◽

Science Process Skill ◽

Analytical Thinking ◽

Chemistry Learning ◽

Thinking Ability

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Pengaruh Model Pembelajaran Problem Posing terhadap Kemampuan Berpikir Analisis Pendidikan Kewarganegaraan

Jurnal Pendidikan Sosial Keberagaman ◽

10.29303/juridiksiam.v5i1.77 ◽

2018 ◽

Vol 5 (1) ◽

Author(s):

Yuliana Putri ◽

Ismail Ismail ◽

Rispawati Rispawati

Keyword(s):

Civic Education ◽

Learning Model ◽

Problem Posing ◽

Second Grade ◽

Control Group ◽

Control Group Design ◽

Group Design ◽

Analytical Thinking ◽

Significant Difference ◽

Thinking Ability

Penelitian ini bertujuan untuk mengetahui ada tidaknya pengaruh model pembelajaran Problem Posing terhadap kemampuan berpikir analisis sisw a kelas XI pada mata pelajaran Pendidikan Kew arganegaraan (PKn) di SMKN 6 Mataram. Jenis penelitian yang digunakan dalam penelitian ini adalah quasi eksperiment dengan nonequivalent control group design. Instrumen yang digunakan dalam penelitian ini adalah instrumen tes bentuk pilihan ganda sebanyak 25 item untuk mengukur kemampuan berpikir analisis sisw a. Berdasarrkan hasil analisis data menggunakan uji t diperoleh nilai thitung = 2,256 > ttabel = 1,683, dengan dk = n1 + n2 – 2= 39 pada taraf signifikan 5%, artinya terdapat perbedaan yang signifikan antara kemampuan berpikir analisis sisw a kelas eksperiemen dan kelas kontrol pada mata pelajaran PKn. Kemudian hasil dari analisis menggunakan uji N-Gain diperoleh nilai N-Gain sisw a kelas eksperimen sebesar 0,604 dengan kategori sedang dan kelas kontrol sebesar 0,492 dengan kategori sedang. Meskipun kategori kedua kelas tersebut adalah sedang namun nilai N-Gain kelas eksperimen lebih tinggi dibandingkan dengan kelas kontrol. Berdasarkan hasil penelitian tersebut menunjukkan bahw a ada pengaruh model pembelajaran Problem Posing terhadap kemampuan berpikir analisis sisw a kelas XI pada mata pelajaran PKn di SMKN 6 Mataram. AbstractThis research aims to find out the influence of Problem Posing learning model on students’ analytical thinking ability in Civic education at the second grade of SMKN 6 Mataram. The type of research is Quasi Experiment by using Non-equivalent Control Group Design. The research instrument used w as multiple choice test w hich consisted of 25 items to measure students' analytical thinking ability. Based on the data analysis by using t-test, it resulted that t-ratio = 2.256 > t-table = 1.683 w ith dk = n1+n2–2=39 on 5% significant level, w hich means there is a significant difference betw een students’ analytical thinking ability on Civic education at experimental class and control class. Then, the result w as tested by N-Gain analysis. It show ed that the N-gain value of Experimental class is 0.604 as medium category w hile Control class is 0.492 as medium category. Although both categories w ere same, the N-Gain value of Experimental class w as higher than Control class. Regarding to the result, it can be concluded that there is an influence of Problem Posing learning model on students’ analytical thinking ability in Civic education at the second grade of SMKN 6 Mataram.Key words: Problem Posing Learning Model, Analytical Thinking Ability

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