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Rasch Model of a Dynamic Assessment: An Investigation of the Children's Inferential Thinking Modifiability Test

机译:动态评估的拉希模型:对儿童推理性思维可修改性测试的调查

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摘要

The purpose of this study was to develop a general procedure for evaluation of a dynamic assessment and to demonstrate an analysis of a dynamic assessment, the CITM (Tzuriel, 1995b), as an objective measure for use as a group assessment. The techniques used to determine the fit of the CITM to a Rasch partial credit model are explicitly outlined. A modified format of the CITM was administered to 266 diverse second grade students in the USA; 58% of participants were identified as low SES. The participants (males n = 144) were White Anglo and Latino American students (55%), many of whom were first generation Mexican immigrants. The CITM was found to adequately fit a Rasch partial credit model (PCM) indicating that the CITM is a likely candidate for a group administered dynamic assessment that can be measured objectively. Data also supported that a model for objectively measuring change in learning ability for inferential thinking in the CITM was feasible.
机译:这项研究的目的是开发一种评估动态评估的通用程序,并演示对动态评估的分析CITM(Tzuriel,1995b),作为用作团体评估的客观指标。明确概述了用于确定CITM是否适合Rasch部分信用模型的技术。 CITM的修改格式已在美国向266名不同的二年级学生进行了管理; 58%的参与者被确定为低SES。参加者(男144名)是白人盎格鲁和拉丁美洲裔学生(55%),其中许多是第一代墨西哥移民。发现CITM完全适合Rasch部分信用模型(PCM),表明CITM是一组可以客观衡量的动态评估小组的可能候选人。数据还支持一种用于客观衡量CITM中推理能力的学习能力变化的模型是可行的。

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  • 来源
    《Journal of applied measurement》 |2014年第1期|40-52|共13页
  • 作者单位

    University of Central Oklahoma, 100 N. University Dr., Campus Box 206, Edmond, OK 73034, USA;

    University of Northern Colorado;

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  • 正文语种 eng
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