الأداء التفاضلي لفقرات ومموهات اختبار محكي المرجع في العلوم للصف السادس الابتدائي مصمم وفق نظرية استجابة الفقرة = Differential Functioning Items and Distractors of a Criterion Referenced Science Test for the Sixth Grade

2018 ◽  
pp. 123-135
Author(s):  
فريال محمود محمد الحاج محمود
Keyword(s):  
Sixth Grade ◽  
Differential Functioning ◽  
Science Test ◽  
Criterion Referenced

Parts of a Systems Approach to the Development of a Unit in Probability and Statistics for the Elementary School

1970 ◽  
Vol 1 (4) ◽  
pp. 197-205
Author(s):  
Jack Lee Shepler
Keyword(s):  
Elementary School ◽  
Task Analysis ◽  
Systems Approach ◽  
Sixth Grade ◽  
Instructional Materials ◽  
Sixth Grade Students ◽  
Criterion Referenced Test ◽  
Probability And Statistics ◽  
Criterion Referenced ◽  
And Task

This study was designed to (1) test the feasibility of teaching topics in probability and statistics to a class of sixth-grade students and (2) construct a set of instructional materials and procedures in probability and statistics for sixth-grade students. From a content outline and task analysis, the behavioral objectives for the unit of instruction and the order in which objectives would be taught were decided upon. An instructional analysis of the unit was then undertaken. Using results from a pilot, a set of lessons were developed and used in teaching a class of 25 sixth-grade students. By employing the results from a pre- and post-criterion-referenced test, the feasibility of teaching the unit was demonstrated.

scholarly journals Teacher Pedagogic Competency and National Examination Result at Elementary School

2018 ◽  
Vol 42 ◽  
pp. 00030
Author(s):  
Putu Eka Suarmika
Keyword(s):  
Data Analysis ◽  
Sixth Grade ◽  
National Examination ◽  
Ex Post ◽  
Examination Result ◽  
National Science ◽  
Pedagogical Competence ◽  
Ex Post Facto ◽  
Science Test ◽  
Relationship Of

This study aims to determine the relationship of teacher pedagogic competence to the national science exam results in elementary schools in the district Gerokgak. The population in this research is all the sixth grade teachers in gerokgak sub district and the sample in this research is 29 teachers. Instrument in this research using pedagogic competence questionnaire and the value of national examination result of academic year 2016/2017. The research method used is ex post facto while the data analysis using correlation analysis with the help of SPSS 16. Based on data analysis, it is found that the pedagogic competence relationship of teacher to the result of national science test shows the correlation of being with kofesien rho= 0.47. While the pedagogical competence of teachers contributes as much as 22.09% to the national science exam results, and 67,91% is influenced by other variables not implemented in this study. Pedagogical competence is primarily concerned with the level of understanding of learners, instructional design, and implementation of learning the diagnosis, evaluation of learning, the development of learners has provided significant support in the form of professional pedagogical teaching

An Investigation of Sex-Bias in Classroom Teachers' Speech and Language Referrals

1980 ◽  
Vol 11 (3) ◽  
pp. 169-174 ◽  
Author(s):  
Ellen Marie Silverman ◽  
Katherine Van Opens
Keyword(s):  
School Districts ◽  
Voice Disorders ◽  
Communication Disorders ◽  
Sixth Grade ◽  
Sex Bias ◽  
Classroom Teachers ◽  
Communication Disorder ◽  
Primary Procedure ◽  
Teacher Referrals ◽  
Grade Classroom

Kindergarten through sixth grade classroom teachers in four school districts completed questionnaires designed to determine whether they would be more likely to refer a boy than a girl with an identical communication disorder. The teachers were found to be equally likely to refer a girl as a boy who presented a disorder of articulation, language, or voice, but they were more likely to refer a boy for speech-language remediation who presented the disorder of stuttering. The tendency for the teachers to allow the sex of a child to influence their likelihood of referral for stuttering remediation, to overlook a sizeable percentage of children with chronic voice disorders, and to be somewhat inaccurate generally in their referrals suggests that teacher referrals are best used as an adjunct to screening rather than as a primary procedure to locate children with communication disorders.

A Comparison of Four Adolescent Language Tests

1987 ◽  
Vol 18 (3) ◽  
pp. 250-266 ◽  
Author(s):  
R. Jane Lieberman ◽  
Ann Marie C. Heffron ◽  
Stephanie J. West ◽  
Edward C. Hutchinson ◽  
Thomas W. Swem
Keyword(s):  
Test Performance ◽  
Sixth Grade ◽  
Significant Discrepancy ◽  
Language Impaired ◽  
Language Functions ◽  
Language Tests ◽  
Significant Difference ◽  
Sixth Grade Students ◽  
Overall Performance ◽  
Selection Of

Four recently developed adolescent language tests, the Fullerton Test for Adolescents (FLTA), the Test of Adolescent Language (TOAL), the Clinical Evaluation of Language Functions (CELF), and the Screening Test of Adolescent Language (STAL), were compared to determine: (a) whether they measured the same language skills (content) in the same way (procedures); and (b) whether students performed similarly on each of the tests. First, respective manuals were reviewed to compare selection of subtest content areas and subtest procedures. Then, each of the tests was administered according to standardized procedures to 30 unselected sixth-grade students. Despite apparent differences in test content and procedures, there was no significant difference in students' performance on three of the four tests, and correlations among test performance were moderate to high. A comparison of the pass/fail rates for overall performance on the tests, however, revealed a significant discrepancy between the proportions of students identified in need of further evaluation on the STAL (20%) and the proportion diagnosed as language impaired on the three diagnostic tests (60-73%). Clinical implications are discussed.

The Measurement Invariance of the Short Dark Triad

2020 ◽  
Vol 41 (4) ◽  
pp. 207-218
Author(s):  
Mihaela Grigoraș ◽  
Andreea Butucescu ◽  
Amalia Miulescu ◽  
Cristian Opariuc-Dan ◽  
Dragoș Iliescu
Keyword(s):  
Structural Equation Modeling ◽  
Item Response ◽  
Structural Equation ◽  
Dark Triad ◽  
Theory And Practice ◽  
Equation Modeling ◽  
Scale Level ◽  
High Stake ◽  
Differential Functioning ◽  
Item Functioning

Abstract. Given the fact that most of the dark personality measures are developed based on data collected in low-stake settings, the present study addresses the appropriateness of their use in high-stake contexts. Specifically, we examined item- and scale-level differential functioning of the Short Dark Triad (SD3; Paulhus & Jones, 2011 ) measure across testing contexts. The Short Dark Triad was administered to applicant ( N = 457) and non-applicant ( N = 592) samples. Item- and scale-level invariances were tested using an Item Response Theory (IRT)-based approach and a Structural Equation Modeling (SEM) approach, respectively. Results show that more than half of the SD3 items were flagged for Differential Item Functioning (DIF), and Exploratory Structural Equation Modeling (ESEM) results supported configural, but not metric invariance. Implications for theory and practice are discussed.

Criterion-Referenced Testing: Review, Evaluation, and Extension

1979 ◽  
Author(s):  
Arthur I. Siegel ◽  
Larry L. Musetti ◽  
Philip J. Federman ◽  
Mark G. Pfeiffer ◽  
Joel P. Wiesen ◽  
...  
Keyword(s):  
Criterion Referenced
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