Matching Items (55)
Description
This simulation study compared the utility of various discrepancy measures within a posterior predictive model checking (PPMC) framework for detecting different types of data-model misfit in multidimensional Bayesian network (BN) models. The investigated conditions were motivated by an applied research program utilizing an operational complex performance assessment within a digital-simulation educational context grounded in theories of cognition and learning. BN models were manipulated along two factors: latent variable dependency structure and number of latent classes. Distributions of posterior predicted p-values (PPP-values) served as the primary outcome measure and were summarized in graphical presentations, by median values across replications, and by proportions of replications in which the PPP-values were extreme. An effect size measure for PPMC was introduced as a supplemental numerical summary to the PPP-value. Consistent with previous PPMC research, all investigated fit functions tended to perform conservatively, but Standardized Generalized Dimensionality Discrepancy Measure (SGDDM), Yen's Q3, and Hierarchy Consistency Index (HCI) only mildly so. Adequate power to detect at least some types of misfit was demonstrated by SGDDM, Q3, HCI, Item Consistency Index (ICI), and to a lesser extent Deviance, while proportion correct (PC), a chi-square-type item-fit measure, Ranked Probability Score (RPS), and Good's Logarithmic Scale (GLS) were powerless across all investigated factors. Bivariate SGDDM and Q3 were found to provide powerful and detailed feedback for all investigated types of misfit.
ContributorsCrawford, Aaron (Author) / Levy, Roy (Thesis advisor) / Green, Samuel (Committee member) / Thompson, Marilyn (Committee member) / Arizona State University (Publisher)
Created2014
Description
The environmental and economic assessment of neighborhood-scale transit-oriented urban form changes should include initial construction impacts through long-term use to fully understand the benefits and costs of smart growth policies. The long-term impacts of moving people closer to transit require the coupling of behavioral forecasting with environmental assessment. Using new light rail and bus rapid transit in Los Angeles, California as a case study, a life-cycle environmental and economic assessment is developed to assess the potential range of impacts resulting from mixed-use infill development. An integrated transportation and land use life-cycle assessment framework is developed to estimate energy consumption, air emissions, and economic (public, developer, and user) costs. Residential and commercial buildings, automobile travel, and transit operation changes are included and a 60-year forecast is developed that compares transit-oriented growth against growth in areas without close access to high-capacity transit service. The results show that commercial developments create the greatest potential for impact reductions followed by residential commute shifts to transit, both of which may be effected by access to high-capacity transit, reduced parking requirements, and developer incentives. Greenhouse gas emission reductions up to 470 Gg CO2-equivalents per year can be achieved with potential costs savings for TOD users. The potential for respiratory impacts (PM10-equivalents) and smog formation can be reduced by 28-35%. The shift from business-as-usual growth to transit-oriented development can decrease user costs by $3,100 per household per year over the building lifetime, despite higher rental costs within the mixed-use development.
ContributorsNahlik, Matthew (Author) / Chester, Mikhail V (Thesis advisor) / Pendyala, Ram (Committee member) / Fraser, Matthew (Committee member) / Arizona State University (Publisher)
Created2014
Description
The measurement of competency in nursing is critical to ensure safe and effective care of patients. This study had two purposes. First, the psychometric characteristics of the Nursing Performance Profile (NPP), an instrument used to measure nursing competency, were evaluated using generalizability theory and a sample of 18 nurses in the Measuring Competency with Simulation (MCWS) Phase I dataset. The relative magnitudes of various error sources and their interactions were estimated in a generalizability study involving a fully crossed, three-facet random design with nurse participants as the object of measurement and scenarios, raters, and items as the three facets. A design corresponding to that of the MCWS Phase I data--involving three scenarios, three raters, and 41 items--showed nurse participants contributed the greatest proportion to total variance (50.00%), followed, in decreasing magnitude, by: rater (19.40%), the two-way participant x scenario interaction (12.93%), and the two-way participant x rater interaction (8.62%). The generalizability (G) coefficient was .65 and the dependability coefficient was .50. In decision study designs minimizing number of scenarios, the desired generalizability coefficients of .70 and .80 were reached at three scenarios with five raters, and five scenarios with nine raters, respectively. In designs minimizing number of raters, G coefficients of .72 and .80 were reached at three raters and five scenarios and four raters and nine scenarios, respectively. A dependability coefficient of .71 was attained with six scenarios and nine raters or seven raters and nine scenarios. Achieving high reliability with designs involving fewer raters may be possible with enhanced rater training to decrease variance components for rater main and interaction effects. The second part of this study involved the design and implementation of a validation process for evidence-based human patient simulation scenarios in assessment of nursing competency. A team of experts validated the new scenario using a modified Delphi technique, involving three rounds of iterative feedback and revisions. In tandem, the psychometric study of the NPP and the development of a validation process for human patient simulation scenarios both advance and encourage best practices for studying the validity of simulation-based assessments.
ContributorsO'Brien, Janet Elaine (Author) / Thompson, Marilyn (Thesis advisor) / Hagler, Debra (Thesis advisor) / Green, Samuel (Committee member) / Arizona State University (Publisher)
Created2014
Description
Traffic congestion is a major externality in modern transportation systems with negative economic, environmental and social impacts. Freeway bottlenecks are one of the key elements besides the demand for travel by automobiles that determine the extent of congestion. The primary objective of this research is to provide a better understanding of factors for variations in bottleneck discharge rates. Specifically this research seeks to (i) develop a methodology comparable to the rigorous methods to identify bottlenecks and measure capacity drop and its temporal (day to day) variations in a region, (ii) understand the variations in discharge rate of a freeway weaving bottleneck with a HOV lane and (iii) understand the relationship between lane flow distribution and discharge rate on a weaving bottleneck resulted from a lane drop and a busy off-ramp. In this research, a methodology has been developed to de-noise raw data using Discrete Wavelet Transforms (DWT). The de-noised data is then used to precisely identify bottleneck activation and deactivation times, and measure pre-congestion and congestion flows using Continuous Wavelet Transforms (CWT). To this end a methodology which could be used efficiently to identify and analyze freeway bottlenecks in a region in a consistent, reproducible manner was developed. Using this methodology, 23 bottlenecks have been identified in the Phoenix metropolitan region, some of which result in long queues and large delays during rush-hour periods. A study of variations in discharge rate of a freeway weaving bottleneck with a HOV lane showed that the bottleneck discharge rate diminished by 3-25% upon queue formations, however, the discharge rate recovered shortly thereafter upon high-occupancy-vehicle (HOV) lane activation and HOV lane flow distribution (LFD) has a significant effect on the bottleneck discharge rate: the higher the HOV LFD, the lower the bottleneck discharge rate. The effect of lane flow distribution and its relationship with bottleneck discharge rate on a weaving bottleneck formed by a lane drop and a busy off-ramp was studied. The results showed that the bottleneck discharge rate and lane flow distribution are linearly related and higher utilization of the median lane results in higher bottleneck discharge rate.
ContributorsKandala, Srinivasa Srivatsav (Author) / Ahn, Soyoung (Thesis advisor) / Pendyala, Ram (Committee member) / Kaloush, Kamil (Committee member) / Arizona State University (Publisher)
Created2014
Description
In two separate publications, the average patterns of, and individual differences in, preschoolers' selective attention processes were investigated using a multilevel modeling framework. In Publication 1, using two independent samples (Ns= 42, 75), preschoolers' selective attention towards different types of emotions (both positive and negative) was examined using two eye-tracking tasks. The results showed that, on average, children selectively attended to valenced emotional information more than neutral emotional information. In addition, a majority of children were able to detect the different emotional stimulus among three neutral stimuli during the visual search task. Children were more likely to detect angry than sad emotional expressions among neutral faces; however, no difference was found between detection of angry and happy faces among neutral faces. In Publication 2, the associations of children's anger and sadness proneness to their attention biases towards anger and sad emotional information, respectively, and the relations of these biases to various aspects children's social functioning and adjustment were examined among preschool-aged children (N = 75). Children's predisposition to anger and sadness were shown to be related to attentional biases towards those specific emotions, particularly if children lacked the ability to regulate their attention. Similarly, components of attention regulation played an important role in moderating the associations of biases towards angry information to aggressive behaviors, social competence, and anxiety symptoms. Biases towards sadness were unrelated to maladjustment or social functioning. Findings were discussed in terms of the importance of attention biases and attention regulation as well as the implications of the findings for attention training programs.
ContributorsSeyed Nozadi, Sara (Author) / Spinrad, Tracy L. (Thesis advisor) / Eisenberg, Nancy (Committee member) / Johnson, Scott (Committee member) / Thompson, Marilyn (Committee member) / Arizona State University (Publisher)
Created2014
Description
Institutions of higher education often tout that they are developing students to become lifelong learners. Evaluative efforts in this area have been presumably hindered by the lack of a uniform conceptualization of lifelong learning. Lifelong learning has been defined from institutional, economic, socio-cultural, and pedagogical perspectives, among others. This study presents the existing operational definitions and theories of lifelong learning in the context of higher education and synthesizes them to propose a unified model of college students' orientation toward lifelong learning. The model theorizes that orientation toward lifelong learning is a latent construct which manifests as students' likelihood to engage in four types of learning activities: formal work-related activities, informal work-related activities, formal personal interest activities, and informal personal interest activities. The Postsecondary Orientation toward Lifelong Learning scale (POLL) was developed and the validity of the resulting score interpretations was examined. The instrument was used to compare potential differences in orientation toward lifelong learning between freshmen and seniors. Exploratory factor analyses of the responses of 138 undergraduate college students in the pilot study data provided tentative support for the factor structure within each type of learning activity. Guttman's <λ>λ2 estimates of the learning activity subscales ranged from .78 to .85. Follow-up confirmatory factor analysis using structural equation modeling did not corroborate support for the hypothesized four-factor model using the main student sample data of 405 undergraduate students. Several alternative reflective factor structures were explored. A two-factor model representing factors for Instructing/Presenting and Reading learning activities produced marginal model-data fit and warrants further investigation. The summed POLL total scores had a relatively strong positive correlation with global interest in learning (.58), moderate positive correlations with civic engagement and participation (.38) and life satisfaction (.29), and a small positive correlation with social desirability (.15). The results of the main study do not provide support for the malleability of postsecondary students' orientation toward lifelong learning, as measured by the summed POLL scores. The difference between freshmen and seniors' average total POLL scores was not statistically significant and was negligible in size.
ContributorsArcuria, Phil (Author) / Thompson, Marilyn (Thesis advisor) / Green, Samuel (Committee member) / Levy, Roy (Committee member) / Arizona State University (Publisher)
Created2011
Description
This study investigated the internal factor structure of the English language development Assessment (ELDA) using confirmatory factor analysis. ELDA is an English language proficiency test developed by a consortium of multiple states and is used to identify and reclassify English language learners in kindergarten to grade 12. Scores on item parcels based on the standards tested from the four domains of reading, writing, listening, and speaking were used for the analyses. Five different factor models were tested: a single factor model, a correlated two-factor model, a correlated four-factor model, a second-order factor model and a bifactor model. The results indicate that the four-factor model, second-order model, and bifactor model fit the data well. The four-factor model hypothesized constructs for reading, writing, listening and speaking. The second-order model hypothesized a second-order English language proficiency factor as well as the four lower-order factors of reading, writing, listening and speaking. The bifactor model hypothesized a general English language proficiency factor as well as the four domain specific factors of reading, writing, listening, and speaking. The Chi-square difference tests indicated that the bifactor model best explains the factor structure of the ELDA. The results from this study are consistent with the findings in the literature about the multifactorial nature of language but differ from the conclusion about the factor structures reported in previous studies. The overall proficiency levels on the ELDA gives more weight to the reading and writing sections of the test than the speaking and listening sections. This study has implications on the rules used for determining proficiency levels and recommends the use of conjunctive scoring where all constructs are weighted equally contrary to current practice.
ContributorsKuriakose, Anju Susan (Author) / Macswan, Jeff (Thesis advisor) / Haladyna, Thomas (Thesis advisor) / Thompson, Marilyn (Committee member) / Arizona State University (Publisher)
Created2011
Description
Public-Private Partnerships (P3) in North America have become a trend in the past two decades and are gaining attention in the transportation industry with some large scale projects being delivered by this approach. This is due to the need for alternative funding sources for public projects and for improved efficiency of these projects in order to save time and money. Several research studies have been done, including mature markets in Europe and Australia, on the cost and schedule performance of transportation projects but no similar study has been conducted in North America. This study focuses on cost and schedule performance of twelve P3 transportation projects during their construction phase, costing over $100 million each, consisting of roads and bridges only with no signature tunnels. The P3 approach applied in this study is the Design-Build-Finance-Operate-Maintain (DBFOM) model and the results obtained are compared with similar research studies on North American Design-Build (DB) and Design-Bid-Build (DBB) projects. The schedule performance for P3 projects in this study was found to be -0.23 percent versus estimated as compared to the 4.34 percent for the DBB projects and 11.04 percent for the DB projects in the Shrestha study, indicating P3 projects are completed in less time than other methods. The cost performance in this study was 0.81 percent for the P3 projects while in the Shrestha study the average cost increase for the four DB projects was found to be 1.49 percent while for the DBB projects it was 12.71 percent, again indicating P3 projects reduce cost compared to other delivery approaches. The limited number of projects available for this study does not allow us to draw an explicit conclusion on the performance of P3s in North America but paves the way for future studies to explore more data as it becomes available. However, the results in this study show that P3 projects have good cost and schedule adherence to the contract requirements. This study gives us an initial comparison of P3 performance with the more traditional approach and shows us the empirical benefits and limitations of the P3 approach in the highway construction industry.
ContributorsBansal, Ankita (Author) / Chasey, Allan (Thesis advisor) / Gibson, Edd (Committee member) / Pendyala, Ram (Committee member) / Arizona State University (Publisher)
Created2012
Description
Few measurement tools provide reliable, valid data on both children's emotional and behavioral engagement in school. The School Liking and Avoidance Questionnaire (SLAQ) is one such self-report measure developed to evaluate a child's degree of engagement in the school setting as it is manifest in a child's school liking and school avoidance. This study evaluated the SLAQ's dimensionality, reliability, and validity. Data were gathered on children from kindergarten through 6th grade (n=396). Participants reported on their school liking and avoidance in the spring of each school year. Scores consistently represented two distinct, yet related subscales (i.e., school liking and school avoidance) that were reliable and stable over time. Validation analyses provided some corroboration of the construct validity of the SLAQ subscales, but evidence of predictive validity was inconsistent with the hypothesized relations (i.e., early report of school liking and school avoidance did not predict later achievement outcomes). In sum, the findings from this study provide some support for the dimensionality, reliability, and validity of the SLAQ and suggest that it can be used for the assessment of young children's behavioral and emotional engagement in school.
ContributorsSmith, Jillian (Author) / Ladd, Gary W. (Thesis advisor) / Ladd, Becky (Committee member) / Thompson, Marilyn (Committee member) / Arizona State University (Publisher)
Created2011
Description
ABSTRACT This study investigated the possibility of item parameter drift (IPD) in a calculus placement examination administered to approximately 3,000 students at a large university in the United States. A single form of the exam was administered continuously for a period of two years, possibly allowing later examinees to have prior knowledge of specific items on the exam. An analysis of IPD was conducted to explore evidence of possible item exposure. Two assumptions concerning items exposure were made: 1) item recall and item exposure are positively correlated, and 2) item exposure results in the items becoming easier over time. Special consideration was given to two contextual item characteristics: 1) item location within the test, specifically items at the beginning and end of the exam, and 2) the use of an associated diagram. The hypotheses stated that these item characteristics would make the items easier to recall and, therefore, more likely to be exposed, resulting in item drift. BILOG-MG 3 was used to calibrate the items and assess for IPD. No evidence was found to support the hypotheses that the items located at the beginning of the test or with an associated diagram drifted as a result of item exposure. Three items among the last ten on the exam drifted significantly and became easier, consistent with item exposure. However, in this study, the possible effects of item exposure could not be separated from the effects of other potential factors such as speededness, curriculum changes, better test preparation on the part of subsequent examinees, or guessing.
ContributorsKrause, Janet (Author) / Levy, Roy (Thesis advisor) / Thompson, Marilyn (Thesis advisor) / Gorin, Joanna (Committee member) / Arizona State University (Publisher)
Created2012