Matching Items (3)
Filtering by

Clear all filters

150357-Thumbnail Image.png
Description
The current study employs item difficulty modeling procedures to evaluate the feasibility of potential generative item features for nonword repetition. Specifically, the extent to which the manipulated item features affect the theoretical mechanisms that underlie nonword repetition accuracy was estimated. Generative item features were based on the phonological loop component

The current study employs item difficulty modeling procedures to evaluate the feasibility of potential generative item features for nonword repetition. Specifically, the extent to which the manipulated item features affect the theoretical mechanisms that underlie nonword repetition accuracy was estimated. Generative item features were based on the phonological loop component of Baddelely's model of working memory which addresses phonological short-term memory (Baddeley, 2000, 2003; Baddeley & Hitch, 1974). Using researcher developed software, nonwords were generated to adhere to the phonological constraints of Spanish. Thirty-six nonwords were chosen based on the set item features identified by the proposed cognitive processing model. Using a planned missing data design, two-hundred fifteen Spanish-English bilingual children were administered 24 of the 36 generated nonwords. Multiple regression and explanatory item response modeling techniques (e.g., linear logistic test model, LLTM; Fischer, 1973) were used to estimate the impact of item features on item difficulty. The final LLTM included three item radicals and two item incidentals. Results indicated that the LLTM predicted item difficulties were highly correlated with the Rasch item difficulties (r = .89) and accounted for a substantial amount of the variance in item difficulty (R2 = .79). The findings are discussed in terms of validity evidence in support of using the phonological loop component of Baddeley's model (2000) as a cognitive processing model for nonword repetition items and the feasibility of using the proposed radical structure as an item blueprint for the future generation of nonword repetition items.
ContributorsMorgan, Gareth Philip (Author) / Gorin, Joanna (Thesis advisor) / Levy, Roy (Committee member) / Gray, Shelley (Committee member) / Arizona State University (Publisher)
Created2011
149453-Thumbnail Image.png
Description
Cystic Fibrosis, one of the most severe childhood life-shortening illnesses, places demands on a child's life conceivably interfering with his or her academic success. It is possible that the medically related activities in which individuals with CF partake interfere with academic activities and the motivation, specifically beliefs, expectancies, and values

Cystic Fibrosis, one of the most severe childhood life-shortening illnesses, places demands on a child's life conceivably interfering with his or her academic success. It is possible that the medically related activities in which individuals with CF partake interfere with academic activities and the motivation, specifically beliefs, expectancies, and values held, toward those activities. These issues encouraged the investigation of academic achievement and achievement motivation in children with CF through exploration of three research questions. Question one concerns differences in academic achievement between children with CF and a healthy comparison group for 1) reading and 2) math. Question two explored differences in aspects of motivation including ability beliefs, outcome expectancies, and task values between the groups for the two academic subjects. Finally, question three examined the relationship between motivational components and academic achievement. Evidence is provided for differences in math achievement between the two groups. Differences in motivation between children with CF and healthy children remain unsubstantiated.
ContributorsHall, Morgan (Author) / Gorin, Joanna (Thesis advisor) / Wodrich, David (Committee member) / Husman, Jenefer (Committee member) / Arizona State University (Publisher)
Created2010
151761-Thumbnail Image.png
Description
The use of exams for classification purposes has become prevalent across many fields including professional assessment for employment screening and standards based testing in educational settings. Classification exams assign individuals to performance groups based on the comparison of their observed test scores to a pre-selected criterion (e.g. masters vs. nonmasters

The use of exams for classification purposes has become prevalent across many fields including professional assessment for employment screening and standards based testing in educational settings. Classification exams assign individuals to performance groups based on the comparison of their observed test scores to a pre-selected criterion (e.g. masters vs. nonmasters in dichotomous classification scenarios). The successful use of exams for classification purposes assumes at least minimal levels of accuracy of these classifications. Classification accuracy is an index that reflects the rate of correct classification of individuals into the same category which contains their true ability score. Traditional methods estimate classification accuracy via methods which assume that true scores follow a four-parameter beta-binomial distribution. Recent research suggests that Item Response Theory may be a preferable alternative framework for estimating examinees' true scores and may return more accurate classifications based on these scores. Researchers hypothesized that test length, the location of the cut score, the distribution of items, and the distribution of examinee ability would impact the recovery of accurate estimates of classification accuracy. The current simulation study manipulated these factors to assess their potential influence on classification accuracy. Observed classification as masters vs. nonmasters, true classification accuracy, estimated classification accuracy, BIAS, and RMSE were analyzed. In addition, Analysis of Variance tests were conducted to determine whether an interrelationship existed between levels of the four manipulated factors. Results showed small values of estimated classification accuracy and increased BIAS in accuracy estimates with few items, mismatched distributions of item difficulty and examinee ability, and extreme cut scores. A significant four-way interaction between manipulated variables was observed. In additional to interpretations of these findings and explanation of potential causes for the recovered values, recommendations that inform practice and avenues of future research are provided.
ContributorsKunze, Katie (Author) / Gorin, Joanna (Thesis advisor) / Levy, Roy (Thesis advisor) / Green, Samuel (Committee member) / Arizona State University (Publisher)
Created2013