An examination of the impact of residuals and residual covariance structures on scores for next generation, mixed-format, online assessments with the existence of potential irrelevant dimensions under various calibration strategies

In general, newer educational assessments are deemed more demanding challenges than students are currently prepared to face. Two types of factors may contribute to the test scores: (1) factors or dimensions that are of primary interest to the construct or test domain; and, (2) factors or dimensions that are irrelevant to the construct, causing residual covariance that may impede the assessment of psychometric characteristics and jeopardize the validity of the test scores, their interpretations, and intended uses. To date, researchers performing item response theory (IRT)-based model simulation research in educational measurement have not been able to generate data, which mirrors the complexity of real testing data due to difficulty in separating different types of errors from multiple sources and due to comparability issues across different psychometric models, estimators, and scaling choices. Using the context of the next generation K-12 assessments, I employed a computer simulation to generate test data under six test configurations. Specifically, I generated tests that varied based on the sample size of examinees, the degree of correlation between four primary dimensions, the number of items per dimension, and the discrimination levels of the primary dimensions. I also explicitly modeled the potential nuisance dimensions in addition to the four primary dimensions of interest, for which (when two nuisance dimensions were modeled) I also used varying degrees of correlation. I used this approach for two purposes. First, I aimed to explore the effects that two calibration strategies have on the structure of residuals of such complex assessments when the nuisance dimensions are not explicitly modeled during the calibration processes and when tests differ in testing configurations. The two calibration models I used included a unidimensional IRT (UIRT) model and a multidimensional IRT (MIRT) model. For this test, both models only considered the four primary dimensions of interest. Second, I also wanted to examine the residual covariance structures when the six test configurations vary. The residual covariance in this case would indicate statistical dependencies due to unintended dimensionality. I employed Luecht and Ackerman’s (2017) expected response function (ERF)-based residuals approach to evaluate the performance of the two calibration models and to prune the bias-induced residuals from the other measurement errors. Their approach provides four types of residuals that are comparable across different psychometric models and estimation methods, hence are ‘metric-neutral’. The four residuals are: (1) e0, which comprises the total residuals or total errors; (2) e1, the bias-induced residuals; (3) e2, the parameter-estimation residuals; and, (4) e3, the estimated model-data fit residuals. With regard to my first purpose, I found that the MIRT model tends to produce less estimation error than the UIRT model on average (e2MIRT is less than e2UIRT) and tends to fit the data better than the UIRT model on average (e3MIRT is less than e3UIRT). With regard to my second research purpose, my analyses of the correlations of the bias-induced residuals provide evidence of the large impact of the presence of nuisance dimension regardless of its amount. On average, I found that the residual correlations increase with the presence of at least one nuisance dimension but tend to decrease with high item discriminations. My findings shed light on the need to consider the choice of calibration model, especially when there are some intended and unintended indications of multidimensionality in the assessment. Essentially, I applied a cutting-edge technique based on the ERF-based residuals approach (Luecht & Ackerman, 2017) that permits measurement errors (systematic or random) to be cleanly partitioned, understood, examined, and interpreted—in-context and in relative to difference-that-matters criteria—regardless of the choice of scaling, calibration models, and estimation methods. For that purpose, I conducted my work based on the context of the complex reality of the next generation K-12 assessments and based on my effort to maintain adherence to the established educational measurement standards (American Educational Research Association (AERA), the American Psychological Association (APA), and the National Council on Measurement in Education (NCME), 1999, 2014); International Test Commission (ITC) (ITC, 2005a, 2005b, 2013a, 2013b, 2014, 2015))

A study on the implementation of remote learning: Malaysian students’ struggles and suggestions for improvement

This study seeks to explore Malaysian undergraduates’ perspectives on the implementation of remote learning in their university during the period of the movement control order (MCO). Since teaching and learning activities have been impacted by the pandemic, it is imperative to consider students’ perspectives on carrying out classes via the online platform as many studies claim that the pandemic has disrupted teaching and learning activities. A total of 1,028 undergraduate students participated in this voluntary study by answering an open-ended survey sent out to their student email addresses during the MCO period that restricted students and lecturers from going to the university. The qualitative responses from the students were critically analyzed for thematic patterns. The four themes emerging from the data provide future teaching and learning plans that should embed self-learning techniques that could aid students if a similar predicament should hit us in the future. Course instructors can use this information to design future lessons that could assist their learners better

Kajian Tinjauan Program Food Bank Di Negeri Kedah [ A Study On The Food Bank Program In The State Of Kedah]

Bagi menjaga hifz al-nafs atau menjaga nyawa dalam Maqasyid Syariah dan sifar kelaparan dalam Matlamat Pembangunan Lestari (Sustainable Development Goals-SDGs), Lembaga Zakat Negeri Kedah (LZNK) mengambil inisiatif mengadakan program Food Bank bagi membantu golongan yang memerlukan. Kajian kuantitatif ini adalah bertujuan untuk menganalisis keberkesanan pelaksanaan Food Bank yang telah diimplimentasikan di negeri Kedah sejak 2018. Data kajian dikutip dengan mengedarkan soal selidik kepada responden. Seramai 405 responden telah menjawab yang terdiri daripada penerima Food Bank dari daerah Baling, Sik, Kubang Pasu dan Kota Star. Data yang dianalisis menggunakan SPSS versi 26 menunjukkan tahap keberkesanan pengurusan dan pelaksanaan Food Bank pada tahap yang tinggi dengan nilai (min = 4.160, sp = 0.516). Dapatan ini secara keseluruhannya menunjukkan majoriti responden berpuas hati dengan pengurusan dan pelaksanaan yang dijalankan oleh LZNK dan pembantu amil yang bertanggungjawab menguruskan agihan bekalan makanan. Dapatan kajian ini secara tidak langsung berjaya memenuhi matlamat kesejahteraan hidup keluarga melalui kecukupan bekalan makanan sekali gus memenuhi matlamat hifz al-nafs atau menjaga nyawa dan sifar kelaparan. Tuntasnya, dapatan kajian ini sangat bermakna kepada LZNK dalam menilai dan menambahbaik program Food Bank di negeri Kedah. Selain itu, dapatan kajian ini amat berguna kepada agensi lain yang berminant untuk mengelola program sebegini. In order to protect hifz al-nafs or protect life in Maqasyid Syariah and zero hunger in the Sustainable Development Goals (SDGs), the Kedah State Zakat Board (LZNK) took the initiative to hold a Food Bank program to help the needy. This quantitative study aims to analyze the effectiveness of the Food Bank implementation that has been implemented in the state of Kedah since 2018. The study data was collected by distributing questionnaires to respondents. A total of 405 respondents answered, consisting of Food Bank recipients from Baling, Sik, Kubang Pasu and Kota Star districts. The data analyzed using SPSS version 26 shows the level of effectiveness of Food Bank management and implementation at a high level with a value (mean = 4.160, sp = 0.516). This finding as a whole shows that the majority of respondents are satisfied with the management and implementation carried out by LZNK and the assistant amil who is responsible for managing the distribution of food supplies. The findings of this study indirectly succeeded in meeting the goal of family well-being through sufficient food supply thus meeting the goal of hifz al-nafs or maintaining life and zero hunger. Ultimately, the findings of this study are very meaningful to LZNK in evaluating and improving the Food Bank program in the state of Kedah. In addition, the findings of this study are very useful to other agencies interested in managing such programs

An Examination of the Impact of Residuals and Residual Covariance Structures on Scores for Next Generation, Mixed-Format, Online Assessments with the Existence of Potential Irrelevant Dimensions Under Various Calibration Strategies

In general, newer educational assessments are deemed more demanding challenges than students are currently prepared to face. Two types of factors may contribute to the test scores: (1) factors or dimensions that are of primary interest to the construct or test domain; and, (2) factors or dimensions that are irrelevant to the construct, causing residual covariance that may impede the assessment of psychometric characteristics and jeopardize the validity of the test scores, their interpretations, and intended uses. To date, researchers performing item response theory (IRT)-based model simulation research in educational measurement have not been able to generate data, which mirrors the complexity of real testing data due to difficulty in separating different types of errors from multiple sources and due to comparability issues across different psychometric models, estimators, and scaling choices. Using the context of the next generation K-12 assessments, I employed a computer simulation to generate test data under six test configurations. Specifically, I generated tests that varied based on the sample size of examinees, the degree of correlation between four primary dimensions, the number of items per dimension, and the discrimination levels of the primary dimensions. I also explicitly modeled the potential nuisance dimensions in addition to the four primary dimensions of interest, for which (when two nuisance dimensions were modeled) I also used varying degrees of correlation. I used this approach for two purposes. First, I aimed to explore the effects that two calibration strategies have on the structure of residuals of such complex assessments when the nuisance dimensions are not explicitly modeled during the calibration processes and when tests differ in testing configurations. The two calibration models I used included a unidimensional IRT (UIRT) model and a multidimensional IRT (MIRT) model. For this test, both models only considered the four primary dimensions of interest. Second, I also wanted to examine the residual covariance structures when the six test configurations vary. The residual covariance in this case would indicate statistical dependencies due to unintended dimensionality. I employed Luecht and Ackerman’s (2017) expected response function (ERF)-based residuals approach to evaluate the performance of the two calibration models and to prune the bias-induced residuals from the other measurement errors. Their approach provides four types of residuals that are comparable across different psychometric models and estimation methods, hence are ‘metric-neutral’. The four residuals are: (1) e0, which comprises the total residuals or total errors; (2) e1, the bias-induced residuals; (3) e2, the parameter-estimation residuals; and, (4) e3, the estimated model-data fit residuals. With regard to my first purpose, I found that the MIRT model tends to produce less estimation error than the UIRT model on average (e2MIRT is less than e2UIRT) and tends to fit the data better than the UIRT model on average (e3MIRT is less than e3UIRT). With regard to my second research purpose, my analyses of the correlations of the bias-induced residuals provide evidence of the large impact of the presence of nuisance dimension regardless of its amount. On average, I found that the residual correlations increase with the presence of at least one nuisance dimension but tend to decrease with high item discriminations. My findings shed light on the need to consider the choice of calibration model, especially when there are some intended and unintended indications of multidimensionality in the assessment. Essentially, I applied a cutting-edge technique based on the ERF-based residuals approach (Luecht & Ackerman, 2017) that permits measurement errors (systematic or random) to be cleanly partitioned, understood, examined, and interpreted—in-context and in relative to difference-that-matters criteria—regardless of the choice of scaling, calibration models, and estimation methods. For that purpose, I conducted my work based on the context of the complex reality of the next generation K-12 assessments and based on my effort to maintain adherence to the established educational measurement standards (American Educational Research Association (AERA), the American Psychological Association (APA), and the National Council on Measurement in Education (NCME), 1999, 2014); International Test Commission (ITC) (ITC, 2005a, 2005b, 2013a, 2013b, 2014, 2015))

Penghayatan Murid Sejarah Terhadap Kepentingan Elemen Kelestarian Global

Kajian tinjauan ini bertujuan untuk mengenal pasti tahap penghayatan murid sejarah terhadap kepentingan elemen Kelestarian Global, di samping menentukan sama ada terdapat perbezaan min yang signifikan bagi penghayatan murid sejarah terhadap kepentingan elemen Kelestarian Global berdasarkan jantina dan aliran mata pelajaran. Seramai 226 orang murid yang telah ditentukan berdasarkan teknik pensampelan rawak mudah terlibat dalam kajian ini. Instrumen kajian ini merupakan soal selidik yang telah disahkan oleh pakar penilai dan mempunyai nilai kebolehpercayaan yang baik. Data kajian ini telah dianalisis secara statistik deskriptif dan inferens iaitu ujian-t sampel tak bersandar dan ujian ANOVA Satu Hala dengan menggunakan perisian IBM SPSS. Dapatan kajian ini menunjukkan bahawa tahap penghayatan murid sejarah terhadap kepentingan elemen Kelestarian Global berada pada tahap tinggi. Selain itu, dapatan kajian ini turut melaporkan bahawa terdapat perbezaan min yang signifikan bagi penghayatan murid sejarah terhadap kepentingan elemen Kelestarian Global berdasarkan jantina dan aliran mata pelajaran. Implikasi kajian ini menunjukkan bahawa murid-murid sejarah menghayati dan memahami akan kepentingan elemen Kelestarian Global dalam proses pembelajaran mereka yang telah mencadangkan kepada keperluan kepada guru-guru sejarah untuk meningkat dan memperkukuhkan lagi tahap penghayatan murid-murid sejarah tentang kepentingan elemen Kelestarian Global dalam kehidupan seharian melalui aktiviti pembelajaran dan pemudahcaraan mata pelajaran sejarah

Developing an Inquiry -Based Learning (IBL) to Enhance Learners’ Engagement in a Research Methodology Course

Lecturers teaching research methodology courses often feel concerned when discovering many students attempted research without the necessary research methodology skills even after completing compulsory faculty-organized research methodology (RM) courses. The lack of research knowledge and skills is evident when the submitted research proposal deemed not robust enough to qualify for a feasible study. Scholars identify lack of deep learning during RM courses as the main factor since the courses are perceived as not having context and uninteresting hence there was little engagement with the material. Inquiry-based Reflective Learning (IBRL) has been argued to effectively rectify this as its pedagogies involve students in discovery and employ approaches to learning that are essentially student-led. IBRL requires students to use questioning and researching to discover, analyze, communicate, and reflect on information, which can help teachers meet various learning goals. In the study, inquiry-based instruction was used to encourage students to develop multiple perspectives and encourages empathy with the subject and eventually enhance engagement. The study involves a reflective cases study study of research methodology courses to explore the lecturer’s classroom practice using IBRL and the students’ experiences participating in IBRL activities. The methodology used involves conducting a needs analysis via Google Form survey, interviewing and document analysis of the lecturers’ teaching plans and field notes and the reflections by both the lecturers and students. The findings from the survey indicate that most students admit they have minimal research skills and require assistance particularly practical research skills. Data from the reflections and field notes also show that students feel engaged with discovery activities conducted, while the lecturer feels students understand better and are more engaged with IBRL activities conducted. The study has shed significant input on the needs of RM students, participants’ experiences, and the challenges of implementing RM courses using IBRL. Some recommendations to facilitate more deep learning experiences among postgraduate students taking RM courses are also proposed

Penerapan Elemen Kelestarian Alam Sekitar dalam Mata Pelajaran Sejarah Sekolah Menengah

Kajian tinjauan ini bertujuan untuk mengenal pasti tahap perspektif guru-guru terhadap kepentingan penerapan elemen kelestarian alam sekitar dalam mata pelajaran sejarah. Seramai 200 orang guru terlibat dalam kajian ini. Instrumen kajian ini merupakan soal selidik. Data kajian ini dianalisis secara statistik deskriptif melalui perisian IBM SPSS. Dapatan kajian ini menunjukkan bahawa tahap perspektif guru terhadap kepentingan penerapan elemen kelestarian alam sekitar berada pada tahap tinggi di samping memaparkan tahap yang tinggi berdasarkan profil demografi guru seperti jantina, umur, pengalaman mengajar, pengkhususan dan kelulusan pendidikan. Tambahan pula, dapatan kajian ini juga menunjukkan bahawa isu pencemaran udara dan air merupakan isu yang paling kerap diterapkan dalam mata pelajaran sejarah. Implikasi kajian ini menunjukkan bahawa guru-guru telah mempunyai perspektif yang tinggi terhadap keperluan menerapkan elemen kelestarian alam sekitar dalam proses pengajaran dan pembelajaran dengan mempelbagaikan isu-isu kelestarian alam sekitar dalam mata pelajaran sejarah

Kesedaran Kendiri dan Pengetahuan Awal Murid Terhadap Isu-Isu Kelestarian Alam Sekitar dalam Mata Pelajaran Sejarah

Kajian kuantitatif dengan reka bentuk tinjauan ini bertujuan untuk mengenal pasti tahap kesedaran kendiri dan profil pengetahuan awal murid sejarah terhadap isu-isu Kelestarian Alam Sekitar berdasarkan jantina dan aliran mata pelajaran. Kajian ini juga bertujuan untuk menentukan sama ada terdapat hubungan yang signifikan antara min kesedaran kendiri dan pengetahuan awal terhadap isu-isu Kelestarian Alam Sekitar. Seramai 180 orang murid tingkatan empat yang telah ditentukan berdasarkan teknik persampelan rawak terlibat dalam kajian ini. Instrumen kajian ini merupakan soal selidik dan ujian yang telah diadaptasi dan disahkan kesahan kandungan dan konstruknya oleh pakar-pakar penilai serta mempunyai nilai kebolehpercayaan Cronbach Alpha dan Kuder Richardson yang baik. Data kajian ini dianalisis secara statistik deskriptif dan inferensi iaitu ujian korelasi Pearson dengan menggunakan perisian pengaturcaraan IBMSPSS. Dapatan kajian ini menunjukkan bahawa tahap kesedaran kendiri dan profil pengetahuan awal murid sejarah terhadap isu-isu kelestarian Alam Sekitar berada pada tahap sederhana. Walau bagaimanapun, tahap kesedaran kendiri dan profil pengetahuan awal murid sejarah terhadap isu-isu Kelestarian Alam Sekitar juga berada pada tahap sederhana berdasarkan jantina dan aliran mata pelajaran. Walau bagaimanapun, dapatan kajian ini telah menunjukkan bahawa terdapat hubungan linear positif yang signifikan secara sederhana tinggi antara kesedaran kendiri dan pengetahuan awal terhadap isu-isu Kelestarian Alam Sekitar. Implikasi kajian ini yang telah memaparkan maklumat bahawa tahap kesedaran kendiri dan profil pengetahuan awal yang sederhana terhadap isu-isu Kelestarian Alam Sekitar dalam kalangan murid sejarah telah mencadangkan kepada guru-guru sejarah untuk menerapkan elemen Kelestarian Alam Sekitar dalam proses pengajaran dan pembelajaran bagi mengukuhkan keterampilan modal insan yang dihasratkan dalam kurikulum sejarah

The Basic Differences of Textual Cohesion between English and Chinese

This paper discusses the differences of cohesive devices between English and Chinese in sentence structure and text organization. Chinese has the characteristics of topic prominence, while English is subject prominent; Due to the differences in thinking styles between China and the West, there are differences in subject consciousness and object consciousness between English and Chinese. This leads to the differences between theme and rhyme in English and Chinese texts, and these differences also lead to the differences in cohesion. In addition, the parallel structure and loose grammatical relationship of Chinese and the tree structure and relatively strict grammatical restrictions of English can make the difference of textual cohesive devices

Assessment rubric for research report writing: A tool for supervision

Purpose – Assessment rubric often lacks rigor and is underutilized. This article reports the effectiveness of the use of several assessment rubrics for a research writing course. Specifically, we examined students’ perceived changes and observed changes in their Chapter 1 thesis writing as assessed by supervisors using an existing departmental rubric and a new task-specific rubric. Methodology – Using action research methodology, two of the authors played active roles as the course supervisors, i.e., the practitioners. Two final year undergraduate students from a communication department (one from each supervisor) participated by writing three drafts of the first chapter of their research: (1) without a rubric, (2) with an existing departmental rubric, and (3) with a revised rubric. We collected artefacts of students’ writing drafts; students’ interviews; and supervisors’ reflections over the course of four months. We employed content analysis to evaluate students’ writing, while thematic analysis to analyze the students’ semi-structured interview and supervisors’ reflections. Findings – The findings suggest substantial improvements between the three drafts of students’ writing. Each student-supervisor pair acknowledged the improvements in the student’s writing after the introduction of the departmental rubric. With the newly revised rubric, they noted additional and more specific improvements especially in the scope of literature searches, problem statements, formulation of research questions, and operational definitions of variables; more generally, they also indicated improvements in the clarity of writing by using examples and providing relevant explanations tailored to the research topics. Significance – With effective scaffolding in supervision, students will regulate their learning and assess the quality of their own research report writing. We demonstrated the importance and benefits of a properly designed and validated rubric tailored to the program and course objectives to help students improve their writing drafts. Collective collaboration and input-sharing from faculty and instructors in developing and improving a rubric specific to the course and program objectives will produce quality assignments, provide constructive learning experiences for students, and achieve better grading for the program and department