Difficulty in implementing continuous improvement : Rasch measurement analysis

ABSTRACT: Purpose. The purpose of this paper is to define a general and common construct in order to measure the level of difficulty companies experience when they implement continuous improvement (CI). Additionally, a rank of barriers is obtained together with a rank of companies. Design/methodology/approach In order to achieve the objective, first, a literature review is carried out to specify the domain of the construct; second, a sample of items is selected; third a survey is carried out in companies that have already implemented CI initiatives, the results being thus limited to this population; fourth, measures are purified by analysing the reliability and validity of the measurements, and finally results are obtained. The Rasch measurement theory will be used to provide a new perspective on a mature research topic. Findings. It can be concluded that a new valid construct has been defined together with a rank of CI barriers, being lack of time the main barrier. A rank of companies is also obtained which is a first step in the development of future research studies. Practical implications. Managers are provided with a better understanding of the barriers that can obstruct CI implementation. Thus, the rank of CI barriers guides managers through the most common and important obstacles so that they will be able to plan better CI strategies. In addition, the rank of companies allows each company to undertake a benchmarking exercise. Originality/value. This work proposes a new way of analysing the difficulty in implementing CI as a continuum, rather than as independent barriers. From a theoretical point of view, it defines a new construct and offers a rank of CI barriers together with a rank of companies based on their level of difficulty when implementing CI initiatives. This is something new, as previous studies were mainly focussed on the items side. From a practical point of view, this study offers the surveyed companies the opportunity to see how they are positioned with respect to the other companies. Moreover, this rank of companies is the foundation on which to develop further studies with a practical orientation in the future

Measuring beginner reading skills: An empirical evaluation of alternative instruments and their potential use for policymaking and accountability in Peru

Based on analysis of reading performance data from 475 third-graders in Peru, this study makes recommendations on improving reading tests, choice of reading standards, and how to present the results at the school and individual levels. The paper reviews the literature on using reading skills measurement in the early grades to guide policymaking, strengthen accountability, and improve education quality. It uses data generated from the same students using two common approaches to measuring reading skills: an individually-administered oral fluency test, and a group-administered written comprehension test designed by the Ministry of Education for the 2006 universal standard test of second grade reading comprehension. These two approaches have sometimes been presented as competing alternatives, but the paper shows that it is better if they are used together, as complements. Based on psychometric analysis, the paper shows that both the oral and written tests adequately measured studentsâÃÂàreading abilities. The results show that reading fluency and comprehension are correlated: fluent readers are more likely to understand what they read than non-fluent readers. The strength of the fluency-comprehension relationship depends on the level of fluency, the difficulty of the questions, and social characteristics of the school. The paper recommends using improved versions of both tests to evaluate early grade reading skills, as a central element of a system of accountability for results. It proposes a model for reporting test results desgned to highlight the importance of reading standards, mobilize the education community to reach them, track progress, and identify students in need of extra support.academic performance; access to education; access to preschool; access to preschool education; Achievement; achievements; addition; adults; Assessment of Literacy; average score; Basic Skills;

Lecturer receptivity to a major educational change in the context of planned change at Rajabhats in Thailand

In accordance with the National Education Act of t999, the educational system in Thailand was changed after 1999, the largest educational change in Thailand in 50 years. The achievable aims of the change were divided into eight main aspects covering, primary, secondary and higher education. These were: (1) ensuring access to basic education for all; (2) reform of the curriculum and learning processes; (3) encouraging participation and partnership in education; (4) restructuring of educational administration; (5) enhancing educational standards and quality assurance; (6) reform of teachers; faculty staff, and educational personnel; (7) mobilisation of resources and investment for education; and (8) utilisation of technologies for education. This study focuses on higher education and aims to: (1) investigate lecturer receptivity to the major change, in the context of planned educational change at Rajabhat Universities, (2) investigate the relationships between lecturer receptivity, and nine aspects to the change, and (3) investigate why Thai lecturers at Rajabhats hold the attitudes that they do. Lecturer receptivity was conceptualised as composed of nine aspects jointly influencing receptivity. They were: (I) attitude to the change in comparison with the previous system, (2) prac1icality in the classroom, (3) alleviation of concerns, (4) learning about the change, (5) participation in decision making.(6) personal cost appraisal, (7) collaboration with other lecturers, (8) opportunities for lecturer improvement, and (9) perceived value for students. For each aspect lecturers would have developed expectations that would, in part, influence their behaviours, and their receptivity to the change

Psychometric Validation and Comparison of the Team Development Measure and Learning Community Concepts among High School Professional Learning Community Teams

This study combined the existing Team Development Measure (TDM) and Learning Community Concepts (LCC) assessments, as the TDLCC, to assess and measure high school professional learning communities progress as teams. Additionally, this study applied Rasch modeling techniques to describe and assess the qualities of the TDLCC instrument as a tool for measuring the levels of team development within a particular set of high school PLC teams as well as the measurement of related characteristics of PLC teams. The TDLCC was administered to 52 high school teachers in 12 PLC teams. Analysis of the content validity and convergent validity of the TDLCC instrument resulted in statistically significant correlations between the TDM and LCC by utilizing average scores and Rasch methodology. Moreover, Rasch model analysis also provided insight into specific team attributes present in PLC teams. The findings suggested that teacher PLC teams in the participating school were in the early (i.e., second) stage of team development, with attributes evidenced that of building cohesiveness and communication skills. The study’s results provide initial evidence of a psychometrically valid instrument for measuring teamness and learning community concepts of high school teacher PLCs

Botswana teachers' experiences of formative assessment in Standard 4 Mathematics

In 21st century education, assessment is considered a crucial role as it bridges the gap between teaching and learning. This study aimed to determine the possible effects of an intervention for Botswana Standard 4 mathematics use of formative assessment (FA) strategies in the classroom to enhance pupils’ higher-order thinking skills (HOTS). There is a recurrent educational debate in Botswana centred on pupils’ poor achievement in basic numeracy, literacy, and life skills. Specifically, Standard 4 pupils who progress to Standard 5 and 6 were perceived to be unable to handle mathematical HOTS tasks. They were considered to be weak when measured on the common achievement in large-scale assessments such as the Trends in International Mathematics and Science Study (TIMSS) 2015. With this backdrop in mind, the current study took a sequential embedded mixed, single-group, pre-test, intervention (training) and post-test design as a methodological strategy to investigate assessment practices related to higher-order thinking skills. The findings from the baseline survey (Phase I) revealed that teachers had some challenges in FA practices, including integration of HOTS tasks. The lesson from this phase’s research data is how to assist the teacher in implementing FA effectively to enhance mathematics teaching. Post-intervention classroom observation showed that teachers practised the integration and implementation of some FA strategies (Phase II). The findings in Phase III also revealed that the pupils’ post-interventional results in HOTS tasks significantly improved compared to their pre-assessment results. Additionally, the teachers’ experience and reflections were found to be favourably inclined to support formative assessment higher-order thinking skills as a strategy to enhance mathematics teaching. Throughout the phases of the study, Kivunja’s assessment feedback loop (AFL) model was underpinned as a theoretical point of departure to determine the classroom FA practice and integration of teaching HOTS in mathematics. The current study provides evidence of strategies to improve achievement levels in mathematics higher-order thinking skills in primary education in Botswana.Thesis (PhD (Assessment and Quality Assurance))--University of Pretoria, 2021.University of Pretoria Postgraduate scholarshipEducational PsychologyPhD (Assessment and Quality Assurance)Unrestricte

Psychometrics in Practice at RCEC

A broad range of topics is dealt with in this volume: from combining the psychometric generalizability and item response theories to the ideas for an integrated formative use of data-driven decision making, assessment for learning and diagnostic testing. A number of chapters pay attention to computerized (adaptive) and classification testing. Other chapters treat the quality of testing in a general sense, but for topics like maintaining standards or the testing of writing ability, the quality of testing is dealt with more specifically.\ud All authors are connected to RCEC as researchers. They present one of their current research topics and provide some insight into the focus of RCEC. The selection of the topics and the editing intends that the book should be of special interest to educational researchers, psychometricians and practitioners in educational assessment

Rasch Model Application: Instrument Development of Readiness to Conduct Inclusive Learning

This study aims to analyze development of an instrument that measures the level of readiness of Islamic Education (PAI) prospective teachers in conducting inclusive learning. The process was conducted by investigating three important indicators, namely: (1) motivation and value, (2) content-related, and (3) operational and pragmatist. The method employed was a non-experimental quantitative design which was considered a pilot test. Data were collected from 144 samples of PAI students who are prospective teachers from two private universities in Yogyakarta, and the tool used was a questionnaire which was analyzed using Rasch Model measurement software called WINSTEPS. Furthermore, it was used to determine the validity and reliability of items, respondents, and instrument. The results showed that development of readiness instrument in conducting inclusive learning using Rasch model consisted of 34 items with a coefficient of instrument, item, and respondent reliability of 92, 90, and 92, respectively. Therefore, it was discovered that instrument has good psychometric properties and can be used effectively

The development and validation of a shortened version of the Eating Disorder Examination Questionnaire (EDE-Q)

Aims: The aim of this study was to develop and validate a short version of the Eating Disorder Examination Questionnaire (EDE-Q) for sessional outcome assessment, which is sensitive to clinical change. Method: A principal component analysis was conducted to determine the factor structure of 489 EDE-Qs completed by individuals with a range of eating disorders. Rasch analysis was carried out on each identified factor. The statistical information and expert ratings (N=10) informed the inclusion/exclusion criteria for each EDE-Q item. The EDE-Q's response scale properties were also investigated using the Rasch model. Data from people with (N=54) and without eating disorders (N=503) were collected through an online survey to assess the reliability, validity and sensitivity of the new measure. Results: A 12-item short version, the Eating Disorder Examination Questionnaire Short (EDE-QS) was developed. Initial psychometric evaluation showed that the EDE-QS is a reliable, valid and sensitive questionnaire. Conclusions: The EDE-QS appears suitable for the use as a brief and user-friendly sessional outcome measure