Literaturnachweis - Detailanzeige
| Autor/inn/en | Smith, Ben O.; Wagner, Jamie |
|---|---|
| Titel | Adjusting for Guessing and Applying a Statistical Test to the Disaggregation of Value-Added Learning Scores |
| Quelle | In: Journal of Economic Education, 49 (2018) 4, S.307-323 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Smith, Ben O.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0485 |
| DOI | 10.1080/00220485.2018.1500959 |
| Schlagwörter | Pretests Posttests; Value Added Models; Guessing (Tests); Monte Carlo Methods; Cognitive Style; Scores; Multiple Choice Tests; Simulation; Microeconomics; Teaching Methods; Undergraduate Students; Economics Education |
| Abstract | In 2016, Walstad and Wagner developed a procedure to split pre-test and post-test responses into four learning types: positive, negative, retained, and zero learning. This disaggregation is not only useful in academic studies; but also provides valuable insight to the practitioner: an instructor would take different mitigating actions in response to zero versus negative learning. However, the original disaggregation is sensitive to student guessing. This article extends the original work by accounting for guessing and provides adjusted estimators using the existing disaggregated values. Further, Monte Carlo simulations of the adjusted learning type estimates are provided. Under certain assumptions, an instructor can determine if a difference in positive (or negative) learning is the result of a true change in learning or "white noise." (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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