Properties Being Considered for Any Assessment Method

This is a staff development workshop given at King Saud University, Riyadh, Saudi Arabia in February 2013. <div>Goals for the workshop included:<br><div>–develop an understanding of the principles of validity, reliability, and fairness as they apply to the design of multiple assessment tasks</div> <div>–learn to conduct simple statistical procedures for verifying reliability of scoring</div> <div>–utilize check-lists for determining the fairness of assessment tasks</div> <div>–utilize a validity chain checklist for determining threats to the validity of assessment processesIt covers topics such as validity, reliability.<div><br></div><div><br></div><div>The citation is Brown, G. T. L. (2013, February 11). <i>Properties Being Considered for Any Assessment Method</i>. Workshop presentation to the Post-Forum Concurrent Workshop Series on Learning Outcomes Assessment, King Saud University, Riyadh, KSA.<p></p></div></div></div

TCoA-III Long Inventory Secondary Schools

<div>Survey instrument for self-administered usage. </div><div>The full 50 item questionnaire was administered in 2007 for secondary schools, the abridged data information came from this administration. </div><div><br></div><div>Please note demographic items differ from primary school questionnaire. </div><div><br></div><div><p>Inventory results were published in:<u></u><u></u></p><p>Brown, G. T. L. (2011). Teachers' conceptions of assessment: Comparing primary and secondary teachers in New Zealand.<i>Assessment Matters, 3, </i>45-70.</p></div

SCoA-VI Data Files

<div>The SPSS data file containing the data information collected from the SCoA-VI questionnaire administered in 2007.  <br></div><div><div><br></div><div>The AMOS data file is the confirmatory factor analysis input for the SCoA-IV data set. <br></div><div><br></div><div>Version 5 and version 6 inventory are identical items, however, they have different analytic models.<br></div><div><br></div><div>Results were published in:</div><div><br></div><div>Brown, G. T. L., Peterson, E. R., & Irving, S. E. (2009).  Beliefs that make a difference: Adaptive and maladaptive self-regulation in students’ conceptions of assessment. In D. M. McInerney, G. T. L. Brown, & G. A. D. Liem (Eds.), <i>Student Perspectives on Assessment: What Students can Tell us about Assessment for Learning </i>(pp. 159-186). Charlotte, NC: Information Age Publishing.</div><div><br></div><div>AlQassab, M. (2012). <i>Differential item functioning according to subject motivation: Psychometric properties of the Student Conceptions of Assessment </i>(unpublished master's thesis), The University of Auckland, Auckland, NZ.  </div></div

Classical Test theory: Simple but Inadequate

Lecture notes on Classical Test Theory, given to Behavioural Measurement Group, University of Umea, Sweden in September 201

Bahasa Malayu version of TCoA-Abbreviated

This translation was created by YUSNI BT ABD RAHMAN Universiti Sains Malaysia, 11800 Minden, Pulau Pinang<p></p><div><p><b>Recommended citation for this version.</b></p> <p>Rahman, Y. B. A. (2010). <i>Konsepsi Tentang Pentaksiran</i>. Unpublished translation of Teachers' Conceptions of Assessment inventory (CoA-IIIA), Universiti Sains Malaysia, Penang, Malaysia.</p> <p><b> </b></p></div

The BF10 Short Personality Inventory: Validation Study

This paper presents a detailed psychometric analysis of the Big Five Inventory 10-item version (BFI10) administered among NZ tertiary teacher education students. The study shows that previous models of the BFI10 were not valid or well-structured. Alternative models were tested and found to fit somewhat better but rejected the Openness factor and moved items from their intended factors. Nonetheless, the original big five factors, despite misfitting parameters, had a small but positive contribution to student self-reported endorsement of 6 different graduate attributes. Specifically, ◦OPENNESS to new experiences contributed sensibly to intellectual curiosity—seeking new knowledge, ideas, answers to problems, and a love of learning seem predicated on a desire to be open to new thinking. <div>◦Similarly, in programs that have accountability evaluations (i.e., formative and summative course assessments and terminal professional certification), being CONSCIENTIOUS and AGREEABLE are favourable and self-regulating responses to these requirements. </div> <div>◦Seeking answers specifically requires tolerance for uncertainty and so the negative path from NEUROTICISM seems appropriate.</div><div>This paper is presented at the 10th Educational Psychology Forum in Wellington November 27-28, 2017. </div

Bahasa Indonesia (TCoA-IIIA)

<p>This is an Indonesian translation of the TCoA-IIIA inventory by Tatang Suratno, Sampoerna Foundation Teacher Institute, Jakarta, ©2007, email: [email protected]<br></p><p><b>Version History</b></p><p>Initial translation by Tatang Suratno February 2007</p><p>Pilot study in Indonesia March 2007</p><p>Back translation into English by John Flinn, Rangitoto College, Auckland, New Zealand, April, 2007</p><p>Version 1 posted April 2007</p><p>Further piloting and integration of feedback from source author April 2007</p><p> </p><p>Version 2 posted April 28, 2007</p

Introduction to Assumptions of Psychometrics

This is a course lecture given at UOA in 2008 on the underlying assumptions of psychometric approaches to modeling theories with data

Investigations into the Research Preparation of Masters Students for Independent Study (RPIS)

<div>One of the academic understandings that formed the basis of the merger of the Auckland College of Education and The University of Auckland, School of Education to form the Faculty of Education was that evidence-based research would inform faculty teaching. For three years prior to the merger, the School of Education and Auckland College of Education had cooperated in offering postgraduate programs through the Institute of Education. During this time, the role of research methods courses became a source of discussion. They were made compulsory in the new qualifications but the Institute was faced with requests to include a range of courses within the ‘research methods approved’ category. This gave rise to discussions about the purposes of the regulations and of the research methods courses themselves. It was generally agreed that they were ‘required’ because of the preparation they offered for independent study for either a thesis or dissertation However, the criteria for evaluating the suitability of</div><div>particular courses remained ill-defined. In response to these emerging concerns and with the intention of promoting high quality research within the Faculty, it was decided to</div><div>formally evaluate the quality of research preparation provided by the Faculty.</div><div>Thus, from September 2005 to December 2006, a series of studies and investigations into the preparedness of masters students in the Faculty of Education for independent</div><div>study was conducted. The research was commissioned by the Dean of Faculty and the former Head of the School of Education, City Campus. The studies were designed and</div><div>conducted by Dr Gavin Brown and a research advisory group consisting of the Head of Postgraduate Programmes and the Associate Deans of Research and Academic. All</div><div>studies were conducted with the approval of the Human Participants Ethics Committee (Ref. Numbers: 2006/Q/004 and 2006/207) and data were collected through voluntary</div><div>participation of the faculty’s staff.</div><div>The major goal of the studies was to inform the review of research methods courses and curriculum within the Faculty, and contribute to decision making about future</div><div>regulations for masters level research preparation. The involvement and cooperation of the Faculty masters supervisors was sought in an initial meeting held in November 2005 where it was agreed a multi-project process should be undertaken. Three studies were</div><div>proposed and undertaken:</div><div>(1) a review of (a) current regulations and research methods provision in the Faculty of Education and (b) literature on the preparation of masters students in education for independent research;</div><div>(2) a survey of supervisors’ opinions about requirements for and responses to identified needs; and</div><div>(3) surveys of student satisfaction and current quality of assessed student performance in research methods classes. </div><div>It should be noted that due to low levels of participation this group of studies could not be completed and are not reported here.</div><div>This report brings together the literature and regulation review studies and the supervisor survey studies and provides discussion points to assist decision making within</div><div>the Faculty of Education about provision of research methods instruction.</div

Bibliography of Teacher Beliefs Publications

This document lists publications co-authored by Gavin T L Brown classified as having to do with Teacher Beliefs, Attitudes, or Behaviours. This includes Teacher Education.<div><br></div><div>it is correct as of 16 February 2018</div