Providing Validity Evidence for Ignite by Hatch

2022 ◽  
pp. 731-749
Author(s):  
Hannah E. Luce ◽  
Richard G. Lambert
Keyword(s):  
Skill Acquisition ◽  
Item Difficulty ◽  
Measurement Model ◽  
Preliminary Evidence ◽  
Learning Goals ◽  
Digital Learning ◽  
The North ◽  
Developmental Growth ◽  
Gaming Environment ◽  
Game Environment

The authors of this study seek to provide practitioners with evidence to support the instructional value of Ignite by Hatch, a digital learning game designed for preschool children. Analyses were conducted using the entire population of three- and four-year-old children who used Ignite during the 2020-2021 academic year (n = 29,417) and included the use of descriptive statistics to explore patterns of growth and the Rasch measurement model to explore item difficulty. This chapter also features a preliminary crosswalk establishing the alignment between the domains, subdomains, and games presented within the Ignite game environment and the learning goals provided by the North Carolina Foundations for Early Learning and Development framework. Results suggest strong preliminary evidence in support of the instructional value of Ignite by Hatch. Further research is recommended to understand how knowledge and skill acquisition within the game environment translate to developmental growth outside of the gaming environment.

ANALYSIS AGAINST ARREST SUSPECT IN POLICE REGULATION NO. 14 YEAR 2012 ON THE CRIME INVESTIGATION MANAGEMENT (CASE STUDY IN NORTH BOGOR POLICE)

2015 ◽  
Vol 1 (2) ◽  
pp. 76-92
Author(s):  
Dadang Suprijatna ◽  
Indralis Wardana ◽  
Fahrul Siregar
Keyword(s):  
Police Officers ◽  
Preliminary Evidence ◽  
Criminal Offense ◽  
Arrest Warrant ◽  
The Public ◽  
The North ◽  
The Republic ◽  
Search For Information ◽  
Management Case Study

ABSTRACTThe method used in this thesis is a normative juridical research that is the approach that uses the concept of positive legality which states that the law is identical with the norms made written and enacted by institutions or authorities. In addition this concept also saw law as a normative system that is autonomous, closed and detached from public life. For the purposes of the investigation, investigators at the behest of investigators authorized to make arrests also for the sake of the investigation, the investigator and the investigator maid authorities make arrests. Arrest order made against a person who alleged a criminal offense based on sufficient preliminary evidence. Execution of tasks arrests were made by police officers of the Republic of Indonesia by taking into account the Letter of Assignment and gives an arrest warrant that lists the suspect's identity and mentions the reason for arrest and brief descriptions of crimes that presupposed and place in check, in which case caught arrests made without warrants, provided that the catcher should be immediately handed caught and existing evidence to the investigator or the investigator's closest aides, ransom arrest warrant should be given to the family immediately after the arrest is done, can be done for a maximum of one day. The conclusion of this study are 1) The arrest of the perpetrators of the process by members of the police force North Bogor Police first is the start of the search for information, arrest / raids, searches of perpetrators, confiscation of evidence to facilitate the examination of the offender. 2) Barriers experienced by members of the North Bogor Police in the execution of the arrest of a criminal offense (a) Lack of cooperation between the police (investigators) to the public; (b) Perpetrators of the crime of removing traces of the crime; (c) Limited facilities and prasarana.yang owned by North Bogor Police; (d) .Terbatasnya human resources (police) to uncover a crime. 3) Efforts by the North Bogor Police to overcome the obstacles in the process of the arrest of perpetrators of criminal acts as follows: (a) Fix yourself to socialize paradigm shift to community policing. (b) Provide an opportunity for the whole society to provide input to the North Bogor Police. (c) Guidance personnel are able to provide persuasive measures. (d) Propose to the City Police Bogor on procurement operational support facilities.

ASSESSING STATISTICAL LITERACY AND STATISTICAL REASONING: THE REALI INSTRUMENT

2018 ◽  
Vol 17 (2) ◽  
pp. 141-160
Author(s):  
ANELISE SABBAG ◽  
JOAN GARFIELD ◽  
ANDREW ZIEFFLER
Keyword(s):  
Development Process ◽  
Statistics Education ◽  
Field Testing ◽  
Measurement Model ◽  
Learning Goals ◽  
Statistical Reasoning ◽  
Statistical Literacy ◽  
Expert Review ◽  
Research Journal ◽  
The Relationship

Statistical literacy and statistical reasoning are important learning goals that instructors aim to develop in statistics students. However, there is a lack of clarity regarding the relationship among these learning goals and to what extent they overlap. The REasoning and Literacy Instrument (REALI) was designed to concurrently measure statistical literacy and reasoning. This paper reports the development process of the REALI assessment, which included test blueprint, expert review, item categorization, pilot and field testing, and data analysis to identify what measurement model best represents the constructs of statistical literacy and reasoning given the criteria of fit and parsimony. The results suggested that statistical literacy and reasoning can be measured effectively by the REALI assessment with high score precision. First published November 2018 at Statistics Education Research Journal Archives

scholarly journals A Diagnostic Assessment for Introductory Molecular and Cell Biology

2010 ◽  
Vol 9 (4) ◽  
pp. 453-461 ◽  
Author(s):  
Jia Shi ◽  
William B. Wood ◽  
Jennifer M. Martin ◽  
Nancy A. Guild ◽  
Quentin Vicens ◽  
...  
Keyword(s):  
Student Learning ◽  
Cell Biology ◽  
Item Difficulty ◽  
Multiple Choice ◽  
Basic Knowledge ◽  
Learning Goals ◽  
Multiple Choice Questions ◽  
Statistical Parameters ◽  
Reliable Instrument ◽  
Selection Of

We have developed and validated a tool for assessing understanding of a selection of fundamental concepts and basic knowledge in undergraduate introductory molecular and cell biology, focusing on areas in which students often have misconceptions. This multiple-choice Introductory Molecular and Cell Biology Assessment (IMCA) instrument is designed for use as a pre- and posttest to measure student learning gains. To develop the assessment, we first worked with faculty to create a set of learning goals that targeted important concepts in the field and seemed likely to be emphasized by most instructors teaching these subjects. We interviewed students using open-ended questions to identify commonly held misconceptions, formulated multiple-choice questions that included these ideas as distracters, and reinterviewed students to establish validity of the instrument. The assessment was then evaluated by 25 biology experts and modified based on their suggestions. The complete revised assessment was administered to more than 1300 students at three institutions. Analysis of statistical parameters including item difficulty, item discrimination, and reliability provides evidence that the IMCA is a valid and reliable instrument with several potential uses in gauging student learning of key concepts in molecular and cell biology.

Item Response Theory in Affective Instrument Development: An Illustration

2001 ◽  
Vol 9 (1) ◽  
pp. 5-22 ◽  
Author(s):  
Cheryl T. Beck ◽  
Robert K. Gable
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Instrument Development ◽  
Development Process ◽  
Item Difficulty ◽  
Empirical Support ◽  
Measurement Model ◽  
Response Theory ◽  
Critical Function ◽  
Screening Scale

The benefits of item response theory (IRT) analysis in obtaining empirical support for construct validity make it an essential step in the instrument development process. IRT analysis can result in finer construct interpretations that lead to more thorough descriptions of low- and high-scoring respondents. A critical function of IRT is its ability to determine the adequacy with which the attitude continuum underlying each dimension is assessed by the respective items in an instrument. Many nurse researchers, however, are not reaping the benefits of IRT in the development of affective instruments. The purpose of this article is to familiarize nurse researchers with this valuable approach through a description of the Facets computer program. Facets uses a one parameter (i.e., item difficulty) Rasch measurement model. Data from a survey of 525 new mothers that assessed the psychometric properties of the Postpartum Depresssion Screening Scale are used to illustrate the Facets program. It is hoped that IRT will gain increased prominence in affective instrument development as more nurse researchers become aware of computer programs such as Facets to assist in analysis.

scholarly journals Development of a Novel Motor Imagery Control Technique and Application in a Gaming Environment

2017 ◽  
Vol 2017 ◽  
pp. 1-16 ◽  
Author(s):  
Ting Li ◽  
Jinhua Zhang ◽  
Tao Xue ◽  
Baozeng Wang
Keyword(s):  
Motor Imagery ◽  
Control Technique ◽  
System Operation ◽  
Common Spatial Pattern ◽  
Spatial Features ◽  
3D Game ◽  
Gaming Environment ◽  
Game Environment ◽  
And Control ◽  
Bci System

We present a methodology for a hybrid brain-computer interface (BCI) system, with the recognition of motor imagery (MI) based on EEG and blink EOG signals. We tested the BCI system in a 3D Tetris and an analogous 2D game playing environment. To enhance player’s BCI control ability, the study focused on feature extraction from EEG and control strategy supporting Game-BCI system operation. We compared the numerical differences between spatial features extracted with common spatial pattern (CSP) and the proposed multifeature extraction. To demonstrate the effectiveness of 3D game environment at enhancing player’s event-related desynchronization (ERD) and event-related synchronization (ERS) production ability, we set the 2D Screen Game as the comparison experiment. According to a series of statistical results, the group performing MI in the 3D Tetris environment showed more significant improvements in generating MI-associated ERD/ERS. Analysis results of game-score indicated that the players’ scores presented an obvious uptrend in 3D Tetris environment but did not show an obvious downward trend in 2D Screen Game. It suggested that the immersive and rich-control environment for MI would improve the associated mental imagery and enhance MI-based BCI skills.

scholarly journals The Genetics Concept Assessment: A New Concept Inventory for Gauging Student Understanding of Genetics

2008 ◽  
Vol 7 (4) ◽  
pp. 422-430 ◽  
Author(s):  
Michelle K. Smith ◽  
William B. Wood ◽  
Jennifer K. Knight
Keyword(s):  
Statistical Analysis ◽  
Student Learning ◽  
Item Difficulty ◽  
Student Understanding ◽  
Discrimination Index ◽  
Concept Inventory ◽  
Learning Goals ◽  
Learning Gains ◽  
Item Discrimination ◽  
Everyday Language

We have designed, developed, and validated a 25-question Genetics Concept Assessment (GCA) to test achievement of nine broad learning goals in majors and nonmajors undergraduate genetics courses. Written in everyday language with minimal jargon, the GCA is intended for use as a pre- and posttest to measure student learning gains. The assessment was reviewed by genetics experts, validated by student interviews, and taken by >600 students at three institutions. Normalized learning gains on the GCA were positively correlated with averaged exam scores, suggesting that the GCA measures understanding of topics relevant to instructors. Statistical analysis of our results shows that differences in the item difficulty and item discrimination index values between different questions on pre- and posttests can be used to distinguish between concepts that are well or poorly learned during a course.

scholarly journals Cooperative Learning Strategies in Citizenship Education Subject in Elementary Schools During the Pandemic Covid-19

2021 ◽  
Vol 27 (1) ◽  
pp. 34
Author(s):  
Elinna Dyah Finanti ◽  
Marzuki Marzuki
Keyword(s):  
Cooperative Learning ◽  
Character Education ◽  
Learning Strategies ◽  
Secondary Data ◽  
Data Sources ◽  
Learning Goals ◽  
Primary Data ◽  
Digital Learning ◽  
Advantages And Disadvantages ◽  
Type Data

During the Covid-19 pandemic, teachers were worried about students’ character education because they could not directly monitor students’ character development. Digital learning-based learning has advantages and disadvantages, so teachers must provide the best learning strategies to achieve learning goals, especially in character education. The purpose of this research is to provide the best solutions in learning strategies during the Covid-19 pandemic. This research uses a qualitative approach with a descriptive research type. Data used in this study are primary data sources, namely teachers and related students, and secondary data sources, namely the documents required in this study. The data that has been obtained through the data collection process is grouped, then reduced, presented, and concluded. This research shows that students prefer and are more active when learning cooperative rather than having to use digital learning (online). Strengthening responsibility character education for students when using online knowledge has not been achieved. Therefore, the best solution to overcome these problems is to use direct cooperative learning to be more responsible with their lessons.

scholarly journals The Practice of Digital Learning (D-Learning) in the Study from Home (SFH) Policy: Teachers' Perceptions

2020 ◽  
Vol 55 (4) ◽  
Author(s):  
Widya Rizky Pratiwi
Keyword(s):  
Learning Environments ◽  
Electronic Media ◽  
Government Support ◽  
Learning Goals ◽  
Digital Learning ◽  
Affective Development ◽  
Teachers Perceptions ◽  
Learning Content ◽  
The Government

This article investigates the efficacy of Digital Learning implementation in SFH policy from teachers' viewpoints. The outbreak of the COVID-19 pandemic in Indonesia in mid-March 2020 required the Government to take a decisive step in the form of Study from Home (SFH). The policy was aimed at preserving the quality of students' mental and psychological learning while socially and physically distancing. In this descriptive qualitative study, the interviews were conducted online with four teachers in various high schools in Bulukumba Regency, Indonesia. It was also supported by documents. This research found that teachers prefer to use WhatsApp and Google Classroom as the platforms to organize D-Learning. These applications are more comfortable to use, easy to access, and more familiar in their environment. Teachers perceive that D-Learning modifies the learning process so that it becomes more flexible. It also results in more autonomous learners. However, teachers are aware they are not yet ready to provide good technology-based material. They face difficulties in assessing students' progress from home. Students were also found to lack enthusiasm in responding to the learning content. Besides, inadequate facilities and infrastructure limit the students' access to D-Learning. As a result, D-Learning in SFH policy has not been effective for the students' cognitive and affective development and learning goals cannot be maximally achieved. Thus, it is suggested that the government support all efforts to adjust quickly to the D-Learning system's practice, such as by broadcasting more educational content through electronic media and publishing materials of pedagogical specialists for working in D-Learning environments.

scholarly journals An Assessment Instrument of Product versus Process Writing Instruction: A Rasch Measurement Analysis

2019 ◽  
pp. 1-8
Keyword(s):  
Language Learning ◽  
Writing Instruction ◽  
Item Difficulty ◽  
Measurement Model ◽  
Rasch Measurement ◽  
Process Approach ◽  
Assessment Instrument ◽  
Long Run ◽  
Product Approach ◽  
Item Reliability

Recent researchers continuously stress on the importance of writing instruction in language learning. Therefore, there is an immense need to have an appropriate instrument to measure the writing instruction and the instrument has to be fully tested for validity. Therefore, we developed and validated an instrument using Rasch Measurement Model to assess two prominent approaches (product approach versus process approach) used in writing instruction contemporarily. We tested the instrument by computing its infit, outfit, item reliability, item separation, item difficulty and item discrimination. The results demonstrated that the instrument showed adequate estimates of reliability in assessing both the approaches used by teachers in ESL classrooms. The raw variance result showed that the accuracy of the items of product approach (85.7%) and process approach (63.7%) were excellent and good. The values of item reliability and item separation for product approach were 0.98 and 6.33, while process approach showed the item reliability and separation values of 0.65 and 1.37 respectively. The results showed that product approach is being dominantly practised that did not enhance students’ writing skills in the long run. To address this issue, we propose a new framework for writing instruction as a guide to ESL teachers.

scholarly journals Developing Personalized Education: A Dynamic Framework

2020 ◽  
Author(s):  
Leonard Tetzlaff ◽  
Florian Schmiedek ◽  
Garvin Brod
Keyword(s):  
Learning Environments ◽  
Learning Goals ◽  
Digital Learning ◽  
Learner Characteristics ◽  
Specific Point ◽  
Future Directions ◽  
Instructional Process ◽  
Dynamic Framework ◽  
Personalized Education ◽  
Digital Learning Environments

Abstract Personalized education—the systematic adaptation of instruction to individual learners—has been a long-striven goal. We review research on personalized education that has been conducted in the laboratory, in the classroom, and in digital learning environments. Across all learning environments, we find that personalization is most successful when relevant learner characteristics are measured repeatedly during the learning process and when these data are used to adapt instruction in a systematic way. Building on these observations, we propose a novel, dynamic framework of personalization that conceptualizes learners as dynamic entities that change during and in interaction with the instructional process. As these dynamics manifest on different timescales, so do the opportunities for instructional adaptations—ranging from setting appropriate learning goals at the macroscale to reacting to affective-motivational fluctuations at the microscale. We argue that instructional design needs to take these dynamics into account in order to adapt to a specific learner at a specific point in time. Finally, we provide some examples of successful, dynamic adaptations and discuss future directions that arise from a dynamic conceptualization of personalization.

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