Test and Item Response Theories and School Environment as Assessment Practice Factors among Science and Mathematics Teachers in Secondary Schools in Eastern Uganda

2020 ◽  
Vol 1 (3) ◽  
pp. 77-86
Author(s):  
Deborah Manyiraho ◽  
Dennis Zami Atibuni ◽  
David Kani Olema
Keyword(s):  
Secondary Schools ◽  
Item Response ◽  
School Environment ◽  
Test Theory ◽  
Effective Teacher ◽  
Assessment Practice ◽  
School Assessment ◽  
And Mathematics ◽  
Assessment Environment ◽  
Eastern Uganda

This study sought to establish the effect of knowledge of the Classical Test Theory (CTT) and Item Response Theory (IRT) and school assessment environment on assessment practice among teachers of science and mathematics subjects in Eastern Uganda Secondary Schools. The study assessed the levels of knowledge and application of CTT and IRT in assessment, examined the suitability of school environment for assessment and established the influence of school environment and knowledge of CTT and IRT on teachers’ engagement in assessment. A census of 307 teachers of science and mathematics subjects attending SESEMAT training in Eastern Uganda participated in the study. The results revealed that the teachers were engaged in assessment (M = 17.04, SD = 2.00) and had moderate levels of knowledge of CTT (M = 10.19, SD = 2.23) and IRT (M = 17.5, SD = 3.50). Their levels of application of CTT (M = 28.08, SD = 3.85) and IRT (M = 6.86, SD = 1.47) were also moderate. The teachers reported that their schools had somewhat conducive environments for assessment (M = 14.37, SD = 3.44). In addition, school environment affected teachers assessment practices most ( = .211, t = 7.212, p < .05), knowledge of CTT also influenced teachers assessment practice, but less than the influence by environment ( = .112, t = 4.969, p < .05). In conclusion, enhancing the levels of knowledge and application of CTT and IRT as well as improving school assessment environment are paramount for meaningful engagement in assessment by teachers. The study recommended pre-service and in-service training of the teachers in CTT and IRT in addition to schools improving environments for effective teacher engagement and quality assessment.

Sustaining the Implementation of Dual-Language Programme (DLP) in Malaysian Secondary Schools

2019 ◽  
Vol 7 (1) ◽  
pp. 91-97
Author(s):  
Ashairi Suliman ◽  
Mohamed Yusoff Mohd Nor ◽  
Melor Md Yunus
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Dual Language ◽  
English Language ◽  
Jel Classification ◽  
Student Perspective ◽  
Mathematics Students ◽  
Programme Implementation ◽  
Policy Makers ◽  
And Mathematics

Objective - The implementation of Dual-Language Programmes (DLP) in the teaching and learning of Science and Mathematics is an initiative under the ‘Upholding the Malay Language and Strengthening the English Language’ (MBMMBI) policy. Though it has some similarities with the previous policy known as ‘English for the Teaching of Science and Mathematics’ (PPSMI), its execution is idiosyncratic in its own way. Since its inception in 2016, the programme has entered its third cycle involving students in primary and secondary schools in Malaysia. The curiosity to scrutinise the programme implementation has led to this study. The study aims to investigate the execution of this programme and to assess its sustainability. Methodology/Technique – Gleaning through the students’ language capabilities, attitudes, teachers’ support and acceptance of the programme, the study uses a questionnaire with open-ended questions and focus group discussions to unravel the aforementioned issues. 1,530 students from secondary schools across Malaysia were selected as the respondents of this study. Findings - The results reveal findings that may represent a measure on the direction of this programme. Looking from the student perspective, the challenges confronted in addition to those put forward may further serve as an indicator for the sustainability of the program. Novelty – This study infers how the programme can be further enhanced in terms of its implementation in its fourth year since inception. The findings of this study may assist policy makers in shaping the direction of the programme. Type of Paper: Empirical. Keywords: Dual-Language Programme (DLP); Sustainability; Science and Mathematics; Students; Policy and Programme Implementation. JEL Classification: A20, A23 A29.

scholarly journals Time Saving Students’ Formative Assessment: Algorithm to Balance Number of Tasks and Result Reliability

2021 ◽  
Vol 11 (13) ◽  
pp. 6048
Author(s):  
Jaroslav Melesko ◽  
Simona Ramanauskaite
Keyword(s):  
Formative Assessment ◽  
Item Response ◽  
Item Difficulty ◽  
Classical Test Theory ◽  
Personalized Learning ◽  
Test Theory ◽  
Time Saving ◽  
Learning Path ◽  
Crucial Component

Feedback is a crucial component of effective, personalized learning, and is usually provided through formative assessment. Introducing formative assessment into a classroom can be challenging because of test creation complexity and the need to provide time for assessment. The newly proposed formative assessment algorithm uses multivariate Elo rating and multi-armed bandit approaches to solve these challenges. In the case study involving 106 students of the Cloud Computing course, the algorithm shows double learning path recommendation precision compared to classical test theory based assessment methods. The algorithm usage approaches item response theory benchmark precision with greatly reduced quiz length without the need for item difficulty calibration.

scholarly journals Using Item Response Theory to Identify Responders to Treatment: Examples with the Patient-Reported Outcomes Measurement Information System (PROMIS®) Physical Function Scale and Emotional Distress Composite

Psychometrika ◽  
2021 ◽  
Author(s):  
Ron D. Hays ◽  
Karen L. Spritzer ◽  
Steven P. Reise
Keyword(s):  
Item Response Theory ◽  
Physical Function ◽  
Item Response ◽  
Emotional Distress ◽  
Classical Test Theory ◽  
Test Theory ◽  
Measurement Information ◽  
Response Theory ◽  
Reliable Change ◽  
Patient Reported

AbstractThe reliable change index has been used to evaluate the significance of individual change in health-related quality of life. We estimate reliable change for two measures (physical function and emotional distress) in the Patient-Reported Outcomes Measurement Information System (PROMIS®) 29-item health-related quality of life measure (PROMIS-29 v2.1). Using two waves of data collected 3 months apart in a longitudinal observational study of chronic low back pain and chronic neck pain patients receiving chiropractic care, and simulations, we compare estimates of reliable change from classical test theory fixed standard errors with item response theory standard errors from the graded response model. We find that unless true change in the PROMIS physical function and emotional distress scales is substantial, classical test theory estimates of significant individual change are much more optimistic than estimates of change based on item response theory.

scholarly journals Influence of boarding secondary school environment on HIV positive students in South Western Uganda

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Raymond Bernard Kihumuro ◽  
David Jolly Muganzi ◽  
Elton George Wandira ◽  
Racheal Alinaiswe ◽  
Jovitah Joselyne Nanyunja ◽  
...  
Keyword(s):  
Human Immunodeficiency Virus ◽  
Secondary School ◽  
Secondary Schools ◽  
School Environment ◽  
Coping Mechanisms ◽  
Hiv Positive ◽  
Key Informants ◽  
Immunodeficiency Virus ◽  
Negative Coping ◽  
Depth Interviews

Abstract Background The number of human immunodeficiency virus (HIV) positive adolescents in secondary school has increased over the years. Little is known on how the students cope to the pressures and demands of their academic and health lives in the boarding secondary schools. This study explored the factors surrounding their anti-retroviral therapy adherence as well as their experiences. Methods We did a qualitative study that employed in-depth interviews amongst purposively selected 19 HIV positive adolescent students in boarding secondary school and seven key informants. Key informants were members of boarding secondary school staff directly taking care of the adolescents living with human immune virus and had spent at least two academic terms in that school. The study participants were recruited from four health facilities in Bushenyi district, southwestern Uganda, and key informants from five boarding secondary schools in Bushenyi. These were engaged in in-depth interviews using an interview guide. Data was transcribed, coded and the content analyzed thematically. Results Adolescents living with human immunodeficiency virus in boarding secondary school face challenges similar to adolescents outside boarding school settings. However, some challenges are unique to them. Students faced numerous barriers which made it difficult to adhere to their medication. Stigmatization in its different forms was also a major challenge amongst students. Willingness disclosure of serostatus was beneficial to the students since it guaranteed support while at school; facilitating adherence and better living. However, students were uneasy to disclose their status. Some students adopted negative coping mechanisms such as telling lies, escaping from school, and class to access medication. Conclusions Adolescents in boarding secondary schools face similar challenges as compared to their counterparts with some being unique to them. Few school mechanisms help these students to cope while at school. Limited disclosure has proven useful but some adolescents have opted not to disclose their status and hence used negative coping mechanisms. These challenges need to be addressed and a safe environment to encourage limited disclosure should be made.

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