Investigation of Education Value Perception Scale's Psychometric Properties According to CTT and IRT

Autor/inn/en	Dilek, Harun; Akbas, Ufuk
Titel	Investigation of Education Value Perception Scale's Psychometric Properties According to CTT and IRT
Quelle	In: International Journal of Assessment Tools in Education, 9 (2022) 3, S.548-564 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Dilek, Harun) ORCID (Akbas, Ufuk)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Item Response Theory; Psychometrics; Systems Approach; Measures (Individuals); Secondary School Students; Factor Analysis; Gender Differences; Models; Correlation; Item Analysis; Reliability; Family Relationship; Interpersonal Relationship; Student Attitudes; Foreign Countries; Goodness of Fit; Student Characteristics; Turkey + Suchen Sie Ihr Suchwort? Item-Response-Theorie; Psychometry; Psychometrie; Systemischer Ansatz; Messdaten; Sekundarschüler; Faktorenanalyse; Geschlechterkonflikt; Analogiemodell; Korrelation; Itemanalyse; Reliabilität; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schülerverhalten; Ausland; Türkei
Abstract	The purpose of this study is to develop Education Value Perception Scale (EVPS) based on Bronfenbrenner's Ecological Theory and to investigate its psychometric properties according to Classical Test Theory (CTT) and Item Response Theory (IRT). The data were collected from 2872 secondary school students by stratified purposeful sampling method. Measurement invariance of EVPS was tested by multigroup confirmatory factor analysis based on gender, and scalar invariance was observed to have been provided. The estimations based on IRT were conducted based on Graded Response Model. While high positive correlations were found between the item discriminations estimated according to different test theories, high negative correlations were identified between item means. McDonald's Omega was calculated to be 0.79 according to CTT from reliability estimation methods, marginal reliability coefficient was determined to be 0.77 according to IRT. In the test-retest applications performed at 20-day intervals, the stability coefficient was found to be 0.81. (As Provided).
Anmerkungen	International Journal of Assessment Tools in Education. Pamukkale University, Faculty of Education, Kinikli Campus, Denizli 20070, Turkey. e-mail: ijate.editor@gmail.com; Web site: https://ijate.net/index.php/ijate
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01