3P Model Research Articles

Mapping the Factors Influencing Success of Massive Open Online Courses (MOOC) in Higher Education

Massive Open Online Courses (MOOC) is a new phenomenon in online learning that has aroused increasing interest by researchers as a significant contribution to improving educational system quality and openness. The purpose of this paper is to compile and analyze MOOC research that has been published between 2012 and 2016. A systematic analysis technique was employed and Template Analysis (TA) approach was used for mapping MOOC research into three dimensions in accordance with the Biggs 3P model. First dimension is Presage, include the following factors: Learners' characteristics with sub-factors (learner demographics, learner motivation, and interactivity) and instructor. Second, Process, including factors of pedagogy, pattern of engagement, instructional design, assessment, credit, plagiarism, sustainability, and learning analytics. Third dimension is Product, including factors of student dropout rate and MOOC quality. This classification is aimed at providing a comprehensive overview for readers interested in MOOCs who seek to understand the critical success factors influencing MOOC success.

Relationships Among Epistemic Beliefs, Perception of Learning Environment, Study Approaches and Academic Performance: A Longitudinal Exploration with 3P Model

A plethora of work has been done to examine the dynamics of learning in higher education contexts to foster positive learning outcomes. The 3P model (Biggs in Teaching for quality learning at university, Open University Press, Birkshire, 2003) is one theoretical model that has been well researched. However, much of the work to date has focused on examining relationships of two factors (either presage and process; or process and product) of the model, with relatively less effort made to test the interactivity among the three factors in entirety. The present study examined the variables from all three factors of the 3P model longitudinally. Specifically, epistemic beliefs were tracked as the presage variable, alongside students’ perceptions of the learning environment and use of study approaches as process variables, finally with academic performance and epistemic belief at later time point as product variables. Two hundred and eighty-four Chinese college students participated in the study. Selfreported instruments were used to measure epistemic belief at two time points (Lee and Chan in Asia Pac Educ Res 24(4):603–612, 2015), approaches to learning (Biggs et al. in Br J Educ Psychol 71(1):133–149, 2001) and perception of learning environment (Taylor et al. in Int J Educ Res 27(4):293–302, 1997). A structural equation model showed that epistemic beliefs at Time 1 yielded a direct effect on academic performance without being mediated by any process variables; there seemed to be a disjuncture from presage to product variable as conjectured in the 3P model, and this warrants future investigation.

Deep approach to learning of pharmacy students: A multilevel analysis

Introduction: A deep approach to learning (DAL) is a critical foundation for enhancing pharmacy students’ academic performance and professional outcomes. This study at two universities in Thailand examined student-level and course- level factors affecting pharmacy students’ DAL using the Biggs 3P model as a theoretical framework. Methods: The measurement focused on DAL, achievement goal orientation, learning environment, appropriate workload, and assessment was sent to all 733 pharmacy students. Eight to twelve students were randomly selected to evaluate one of the 67 first semester courses available at two universities. Multilevel Structural Equation Modelling was used for analysis. Results: There were 733 questionnaires returned of which 536 were used. Mastery approach goal (β=0.536**), performance approach goal (β=0.039**), innovation (β=0.409**), appropriate workload (β=0.349**), and task orientation (β=0.201**) had positive significant relationships with the DAL in pharmacy students. Conclusion: Educators should increase innovative teaching approaches, optimise students’ workload, provide task orientation, and encourage students to be goal striving persons to facilitate deep learning.

A 3P Model: Construction of General Residential Accommodations in Delhi

The Public-Private Partnerships (3Ps) is a proven model in many countries and the past its implementation in many domains like transportation, power, water and sanitary, education and for an affordable housing project. With the application of 3P in the General pool, residential accommodation houses construction for the Government employees based on rationing has created a gap in which all the parties’ cooperation helps in attain the desired goal and support in overcoming the problems. The private sector contributes through their quick access to funds, investment potential, efficiency, innovativeness, and skills, while the government organisations are responsible for accessing the risks and meeting the responsibilities. This research focuses the issues on implementing the 3P model for General Pool residential building with a model evaluation study. The study results indicate the factors responsible for successful implementation and peril perceptions of different stakeholders. This model of 3P’s is suitable for evaluation of policy framework with the Government of India

Structural Equation Model for Sleep Quality of Female Shift Work Nurses

This study aimed to develop and test a structural model for sleep quality in female shift work nurses. The hypothetical model was constructed on the basis of Spielman's 3P model of insomnia and previous research related to the sleep quality of shift nurses. This cross-sectional study used structural equation modeling and recruited 285 female shift work nurses from four general and university hospitals with over 300 beds located in C and J cities in Gyeongsangnamdo. Data were collected from September 27 to October 20, 2016, and then analyzed using descriptive statistics, Pearson's correlation, and structural equation modeling. The study used SPSS/Win 18.0 and AMOS 18.0 in processing the data. The final model showed good fit to the empirical data: χ²/df=2.19, SRMR=.07, RMSEA=.07, AGFI=.85, TLI=.91, GFI=.93, GFI=.89, NFI=.87. The factors that influenced sleep quality were sleep hygiene (β=.32), perceived shift work status (β=-.16), stress response (β=.16), shift work experience (β=.15), perceived health status (β=-.14), and circadian rhythm (β=-.13) explaining 36.0% of the variance. The model of sleep quality of the shift work nurses constructed in this study is recommended as a model to understand and predict the sleep quality of shift work nurses. The results suggest that strategies for improving the sleep quality of shift work nurses should focus on sleep hygiene, perceived health status, stress response, circadian rhythm, perceived shift work status, and shift work experience.

Personal Self-Regulation and Regulatory Teaching to predict Performance and Academic Confidence: new evidence for the DEDEPRO ModelTM

Introduction. The 3P and DEDEPRO Models predict interactive relationships among presage, process, and product variables through teaching and learning of self-regulation. The DEDEPRO Model has established different possibilities for interaction between student characteristics of self-regulation and external characteristics of regulatory teaching. The aim of this investigation is empirical validate the model of four interaction types. Method. The sample included 765 undergraduate students from two universities in the south of Spain. Using an ex post-facto design, the date collection was obtained from three validated instruments: Self-regulation scale (SRQ), the Scales for Assessment of the Teaching-Learning Process (ATLP-S) and the Academic Behaviour Confidence (ABC) scales at two different points in time. Academic performance was evaluated through the final grade for each subject area. Multivariate Analyses were used and from Structural Equation Modelling was used to explore possible causal relationships.Results. Results offer evidence for a consistent, four-fold interaction typology and empirical causal model, thus giving significant confirmation of the proposed rational model. As predicted, the most significant of these interactions was the student’s self-regulation with regulatory instruction. Conclusion. The best type of interaction is high personal self-regulation with a highly regulated teaching-learning process, yielding high performance and academic confidence.

A reciprocal test of perceptions of teaching quality and approaches to learning: A longitudinal examination of teaching-learning connections

Biggs' Presage–Process–Product (3P) model provides a flexible model for testing hypotheses about intra-psychic and contextual effects on student learning processes and outcomes; however, few empirical studies have effectively tested the longitudinal and reciprocal effects implied by the model. The current study provides an empirical test of theorised reciprocal relationships operating over time implied by the 3P model between perceived teaching quality and approaches to learning. The current study examines a longitudinal sample of Japanese university students (n = 1348; female = 404) from 18 degree programmes. Data from a reciprocal latent model were analysed using structural equation modelling. Modelling identified significant reciprocal effects between teaching quality and deep approaches to learning. Deep (positively) and surface (negatively) predicted annualised GPA (moderate and large effects, respectively). Consistent with a systems theory perspective on teaching and learning, longitudinal results supported hypothesised reciprocal relationships between perceptions of teaching quality and approaches. Implications for theory and practice are discussed.

Exploring the effects of school context on Chinese students’ use of language learning strategies in English learning

Abstract The research reported here investigated the effects of contextual factors on Chinese students’ use of language learning strategies in English learning. The study differed from most of the previous studies on learning strategies in that the data were examined within Biggs (1993. What do inventories of students’ learning processes really measure? A theoretical review and clarification. British Journal of Educational Psychology 63. 3–19.) 3P (Presage, Process and Product) model of learning. Using a Strategy Inventory for Language Learning (Oxford, R. L. 1990. Language learning strategies: What every teacher should know. New York: Newbury House Publishers.) and interview, the researchers discovered the disparities in the use of learning strategies in English learning between the students from urban schools and those from rural schools. The former made a more frequent use of the strategies leading to the improvement of communicative competence and active involvement in classroom activities, whereas the latter showed a strong preference for the strategies relevant to the analysis of grammatical rules and linguistic details. An in-depth analysis of the data revealed that the differences in strategy use between the two groups might stem from some social and economic factors and could be linked to three elements in Biggs’ 3P model: value and expectation, teacher competence and teaching facilities. The article concludes by discussing some implications for English as a foreign language (EFL) teaching in Chinese schools and other similar education settings worldwide.

Theory of Self- vs. Externally-Regulated LearningTM: Fundamentals, Evidence, and Applicability

The Theory of Self- vs. Externally-Regulated LearningTM has integrated the variables of SRL theory, the DEDEPRO model, and the 3P model. This new Theory has proposed: (a) in general, the importance of the cyclical model of individual self-regulation (SR) and of external regulation stemming from the context (ER), as two different and complementary variables, both in combination and in interaction; (b) specifically, in the teaching-learning context, the relevance of different types of combinations between levels of self-regulation (SR) and of external regulation (ER) in the prediction of self-regulated learning (SRL), and of cognitive-emotional achievement. This review analyzes the assumptions, conceptual elements, empirical evidence, benefits and limitations of SRL vs. ERL Theory. Finally, professional fields of application and future lines of research are suggested.

The Three Pathways (3P) Model of Violent Extremism

Prominent frameworks relating to terrorism and violent extremism, including that developed by the NYPD and the popular ‘pyramid’ and ‘staircase’ analogies, tend to oversimplify or neglect the diversity of routes that individuals travel to violence. The Three Pathways (3P) model developed by James Khalil contributes to theory, and provides an effective lens through which policymakers and implementers can evaluate their current and future preventive countermeasures under the countering and preventing violent extremism frameworks.

Interprofessional team-based placements: The importance of space, place, and facilitation

ABSTRACTInterprofessional education in practice settings typically requires greater resource investment than in the classroom or online. Increased interest in return on investment means research on the outcomes of practice-based interprofessional education is needed. In this article, we report findings from a qualitative study involving a series of focus groups with health sciences’ students during their interprofessional placements in three community health settings in Western Australia. An exploratory case study approach was adopted to determine students’ perceptions of the placement and their learning. The presage–process–product (3P) model of learning and teaching was employed to illuminate to the nature of this interprofessional education experience. Verbatim transcripts were analysed by two researchers using an inductive approach to derive key themes. Findings illuminate a number of factors that strongly influenced student perceptions of their learning in interprofessional practice-based placements including a dedicated space to collaborate and learn; exposure to a wide range of professions in practice settings; the approach of the facilitators; and students’ previous clinical experience, year level and the timing of the placement. Students reported that the placement enhanced their knowledge, professional communication, leadership, understanding of other health professions and collaboration. This study provides contemporary insight into key factors that influence student learning during practice-based interprofessional placements.

RELACIÓN ENTRE LA AUTORREGULACIÓN PERSONAL Y LA CONFIANZA ACADÉMICA (PRESAGIO) CON EL ENGAGEMENT-BOURNOUT DE LOS ESTUDIANTES UNIVERSITARIOS (PRODUCTO)

Resumen.Introducción. La autorregulación personal ha sido definida como la capacidad de una persona para planificar, supervisar y dirigir su comportamiento en situaciones de cambio. La confianza académica es un término general que suele considerarse con carácter menos específico de la situación y, como tal, podría ser visto como un constructo de auto-eficacia académica. El Modelo 3P ha establecido diversas variables de presagio, proceso y producto de los alumnos, con una evidencia empírica consistente de estas relaciones. Entre las mismas, la investigación reciente está centrada en el establecimiento del papel de las variables emocionales y sus relaciones con las de carácter motivacional y cognitivo.Método. Un total de 250 estudiantes de la Universidad de Almería (España, correspondientes a segundo y cuarto curso, de Grado y Licenciatura, respectivamente,) participaron en esta investigación. Para la evaluación de la autorregulación personal se evaluó el Cuestionario de Autorregulación, SRQ en su versión española, CARAbreviada y validada en muestras españolas. Para la evaluación de la confianza académica el inventario ABC, validado con muestras españolas. El compromiso-agotamiento se evaluó a través de una versión española validada del Marlach Bournout Inventory Survey-Utrech Work Engegement Scale for Students, con adecuados índices de fiabilidad y validez de constructo. La cumplimentación de los cuestionarios se realizó de manera anónima, en clase y en semanas diferentes. Se utilizo un diseño de investigación de carácter ex post-facto. Los análisis realizados en relación a los objetivos e hipótesis propuestos fueron de asociación (correlaciones bivariadas de Pearson).Resultados. Apareció una relación general de asociación, positiva y significativa, entre la autorregulación personal y la confianza académica (variables presagio) con respecto a al compromiso emocional, engagement (como variable producto), así como negativa con el agotamiento emocional (bournout). También, aparecieron numerosas relaciones significativas específicas.Discusión. Los resultados confirman dos aspectos. De una parte, la relevancia de los modelos 3P y DIDEPRO, como heurísticos consistentes para el análisis del proceso de enseñanza-aprendizaje universitario. De otra, la importancia de las emocionales positivas (engagement) vs. negativas (bournout), asociadas a los constructos autorregulación personal y a la confianza académica.Palabras Clave: Autorregulación personal, confianza académica, engagement, bournout, universidad.

THE 3P AND DEDEPRO MODELS AS RESEARCH HEURISTIC

Abstract.There are different heuristics that study the teaching-learning process; in this investigation we will explore the confluence of Biggs’ 3P model and the DEDEPRO model. These two complementary models offer us a framework for the analysis of teaching-learning situations with greater specificity and a better understanding of the structure of the research studies and the variables they study. In this manner, by incorporating both the general processes of teaching and learning, as well as the specific variables that are related to them, more or less analytical studies can be developed. Biggs adopted the 3P model to represent the student’s perspective in the teaching-learning process. The ways students learn are explained through the interaction of three moments in time that become the components for which the model is named: 1) Presage, where we find student characteristics and characteristics of the learning context; 2) Process, referring to the way that learning tasks are undertaken; and 3) Product, which includes learning outcomes. All the components that make up this model (Presage-Process-Product) tend toward equilibrium, and a change in any of them affects the system as a whole. In complementary fashion, the DEDEPRO model has established the need to further specify, within the Biggs model, the moments of Design (planning), Development (execution) and Product (satisfaction and performance), in terms of both teaching and learning. The DEDEPRO model assumes personal self-regulation, and is interactive with regulation in teaching, thereby giving rise to different levels of performance and personal satisfaction. In an overall sense, both models give us the opportunity to organize our variables over the teaching-learning process. We would emphasize the joint structure of the two models in relation to the variables in this study: Personal self-regulation, Stressful context (Presage); Learning approaches, Coping strategies, Self-regulated learning and Regulatory teaching (Process-Development); and Performance and Satisfaction with the learning process (Product).Palabras Clave: Biggs’ 3P Model, DEDEPRO, Teaching-Learning process

RELATIONS BETWEEN THE PERSONAL SELF-REGULATION AND LEARNING APPROACH, COPING STRATEGIES, AND SELF-REGULATION LEARNING, IN UNIVERSITY STUDENTS (PROCESS)

Abstract.Introduction. Self-regulation is an important variable in education and research, but in educational context self-regulated learning is the construct more studied. For this, there are a scarcity of studies that seek to establish relationships between personal self-regulation and other educational variables. We aim to delimit the relationships between personal self-regulation (Presage variable) and different process variables: approaches to learning, self-regulated learning and coping strategies, establishing the importance of these variables in future research in meta-cognition. Method. A total of 1101 students participated in the study (university and candidate students). The analyses made to meet the proposed objectives and test hypotheses were: Association analysis through Pearson bivariate correlations (Association objectives and hypotheses); linear regression analysis (Regression objectives and hypotheses); Cluster analysis, ANOVAS and MANOVAS, with Scheffé post hoc, and effect size estimates (Inferential objectives and hypotheses). Results. A significant associative relationship appeared between self-regulation and learning approaches and self-regulated learning; and negative correlation with emotion-focused coping strategies. The different levels of personal self-regulation (presage learning variable) determine of the type of learning approach and of coping strategies. Discussion and Conclusions. The importance of personal self-regulation that determines the degree of cognitive self-regulation during the process of university learning; the relationship between personal self-regulation and the type and quantity of coping strategies, and the relationship between self-regulated learning and coping.Palabras Clave: 3P Model, DEDEPRO Model, Personal Self-regulation, Coping strategies, Selfregulated learning.

RELACIÓN ENTRE EL APRENDIZAJE AUTORREGULADO (PROCESO), LA SATISFACCIÓN Y EL RENDIMIENTO CON EL ENGAGEMENT - BOURNOUT, (PRODUCTO)

Resumen.Introducción. La investigación sobre aprendizaje autorregulado sugiere que los alumnos autorregulados tienen una participación metacognitiva, motivacional y conductual más activa en el proceso de aprendizaje, generando más estrategias metacognitivas, expectativas de autoeficacia positivas, modificación de las acciones inefectivas y más ajuste de metas. La satisfacción del alumno ha sido definida como la percepción de su propio proceso y producto obtenido, siendo una variable de rendimiento actitudinal. El rendimiento se ha considerado como el logro de la competencia y estándares de ejecución en un tarea de evaluación dad. La presente investigación está centrada en el establecimiento del papel de las variables emocionales y sus relaciones con las de carácter motivacional y cognitivo, en le marco de los modelos 3P y DIDEPRO. Método. Un total de 250 estudiantes de la Universidad de Almería (España, correspondientes a segundo y cuarto curso, de Grado y Licenciatura, respectivamente,) participaron en esta investigación. . Se evaluó mediante la Escala de Evaluación Interactiva del Procesos de Enseñañanza-Aprendizaje, EIPEA en sus dimensiones, aprendizaje autorregulado y satisfacción con el aprendizaje. El rendimiento académico (conceptual, procedimental y actitudinal) se obtuvo mediante la solicitud al profesorado de las calificaciones de cada alumno. El compromiso- agotamiento se evaluó a través de una versión española validada del Marlach Bournout Inventory Survey- Utrech Work Engegement Scale for Students, con adecuados índices de fiabilidad y validez de constructo. La cumplimentación de los cuestionarios se realizó de manera anónima, en clase y en semanas diferentes. Se utilizo un diseño de investigación de carácter ex post-facto. Los análisis realizados en relación a los objetivos e hipótesis propuestos fueron de asociación (correlaciones bivariadas de Pearson). Resultados. El aprendizaje autorregulado mostró una relación de asociación positiva con el engagement, en la planificación, aprendizaje significativo y técnicas de estudio. La satisfacción con el aprendizaje apareció asociada con el engagement, especialmente con la absorción. El rendimiento total apareció asociado positiva y significativamente con el engagement y negativamente con el, especialmente entre el rendimiento procedimental y el engagement. Discusión. Los resultados confirman dos aspectos. De una parte, la relevancia de los modelos 3P y DIDEPRO, como heurísticos consistentes para el análisis del proceso de enseñanza-aprendizaje universitario. De otra, la importancia de las emocionales positivas (engagement) vs. negativas (bournout), asociadas a los constructos aprendizaje autorregulado, satisfacción con el aprendizaje y rendimiento procedimental y actitudinal.Palabras Clave: Aprendizaje autorregulado, satisfacción con el aprendizaje, rendimiento académico, engagement-bournout, universidad.

LAS EMOCIONES POSITIVAS VS. NEGATIVAS, COMO OBJETO DE ESTUDIO, EN LOS PROCESOS DE ENSEÑANZA-APRENDIZAJE UNIVERSITARIOS, BASADO EN LOS MODELOS 3P Y DIDEPRO

Resumen.Introducción. Existe bastante consenso en que el compromiso lleva consigo, tanto las conductas (terminar las tareas), como las emociones (pertenencia) y en el mantenimiento del esfuerzo y persistencia en el trabajo escolar. Los estudiantes comprometidos y motivados para aprender tienen los conceptos altamente relacionados, tienen más comunidades que diferencias en las medidas de diferentes constructos. Asumiento el constructo en su formato continuo, engagement (compromiso) vs. bournot (agotamiento) como variable objeto de estudio, se establecen las relaciones existentes con diversas variables motivacionales, de presagio (autorregulación personal y confianza académica), de proceso (enfoques de aprendizaje, estrategias de afrontamiento, aprendizaje autorregulado) y de producto (rendimiento y satisfacción académica). Método. Un total de 250 estudiantes de la Universidad de Almería (España, correspondientes a segundo y cuarto curso, de Grado y Licenciatura, respectivamente,) participaron en esta investigación. Para la evaluación del constructo engagement-bournout se utilizó una versión española validada del Marlach Bournout Inventory Survey -Utrech Work Engegement Scale for Students. La cumplimentación de los cuestionarios se realizó de manera anónima, en clase y en semanas diferentes. Se utilizo un diseño de investigación de carácter ex postfacto. Los análisis realizados en relación a los objetivos e hipótesis propuestos fueron de asociación (correlaciones bivariadas de Pearson). Resultados. pareció una relación de asociación, positiva y significativa, entre la autorregulación personal y la confianza académica (especialmente, en algunos de sus componentes) con el engagement, así como negativa con el bournout.Discusión y conclusiones. Los resultados confirman dos aspectos. De una parte, la relevancia de los modelos 3P y DIDEPRO, como heurísticos consistentes para el análisis del proceso de enseñanza-aprendizaje universitario, en la vertiente del estudio de las emociones de los alumnos. De otra, la importancia de las emocionales positivas (engagement) vs. negativas (bournout), asociadas a otros constructos motivacionales clásicos analizados.Palabras Clave: Engagement-Bournout, Emociones académicas, Modelo 3P, Modelo DIDEPRO, Universidad.

Adaptación y Validación Preliminar del SPQ y el CEQ Para el Estudio de la Formación en Docencia Universitaria en el Contexto Chileno

The aim of this study was to adapt the Course Experience Questionnaire (CEQ) and the Study Process Questionnaire (SPQ) and to provide preliminary evidence of their validity in the context of university teaching developmental programs. Content validity evidence was analyzed by 6 expert raters, internal structure was checked via confirmatory factor analysis, and internal consistency and correlation between the instruments were examined via alpha and omega coefficients. The convenience sample was composed of 686 students from a university located in the Metropolitan Region of Chile. Revised and linguistically adapted versions of the instruments were obtained. A high degree of agreement among the raters was observed regarding the contents of the instruments. The evidence obtained supported the 2-factor structure of the SPQ and the 4-factor structure of the CEQ. Also, theoretically consistent correlations were found according to the 3P model. For example, students with a deep learning approach perceived good teaching and clear objectives and goals. The possibility to develop arguments for the use of the CEQ and the SPQ based on other types of evidence is discussed.

Adaptación y Validación Preliminar del SPQ y el CEQ Para el Estudio de la Formación en Docencia Universitaria en el Contexto Chileno

The aim of this study was to adapt the Course Experience Questionnaire (CEQ) and the Study Process Questionnaire (SPQ) and to provide preliminary evidence of their validity in the context of university teaching developmental programs. Content validity evidence was analyzed by 6 expert raters, internal structure was checked via confirmatory factor analysis, and internal consistency and correlation between the instruments were examined via alpha and omega coefficients. The convenience sample was composed of 686 students from a university located in the Metropolitan Region of Chile. Revised and linguistically adapted versions of the instruments were obtained. A high degree of agreement among the raters was observed regarding the contents of the instruments. The evidence obtained supported the 2-factor structure of the SPQ and the 4-factor structure of the CEQ. Also, theoretically consistent correlations were found according to the 3P model. For example, students with a deep learning approach perceived good teaching and clear objectives and goals. The possibility to develop arguments for the use of the CEQ and the SPQ based on other types of evidence is discussed.

Superensemble Regional Climate Modeling for the Western United States

AbstractComputing resources donated by volunteers have generated the first superensemble of regional climate model results, in which the Hadley Centre Regional Model, version 3P (HadRM3P), and Hadley Centre Atmosphere Model, version 3P (HadAM3P), were implemented for the western United States at 25-km resolution. Over 136,000 valid and complete 1-yr runs have been generated to date: about 126,000 for 1960–2009 using observed sea surface temperatures (SSTs) and 10,000 for 2030–49 using projected SSTs from a global model simulation. Ensemble members differ in initial conditions, model physics, and (potentially, for future runs) SSTs. This unprecedented confluence of high spatial resolution and large ensemble size allows high signal-to-noise ratio and more robust estimates of uncertainty. This paper describes the experiment, compares model output with observations, shows select results for climate change simulations, and gives examples of the strength of the large ensemble size.

An Investigation of Agreement Between the Item Difficulty Coefficient Calculated in Accordance With Classical Test Theory and Item Response Theory With Bland–Altman Method

The purpose of this study is to investigate agreement between item difficulty coefficients calculated relying on classical test theory and item response theory with Bland–Altman method. According to results, although there is a high correlation between Pj and b coefficient estimated with HGLM (hierarchical generalized linear model), 1P, and 3P models, it can be said that there is no agreement between two methods and cannot be used interchangeably. It is observed that the confidence limit is wide according to Bland–Altman graphics. Therefore, it can be said that there is no agreement between item difficulty values obtained from two methods. Bland–Altman method which is used in clinical studies mostly is suggested to be used in the comparison of methods used especially in the evaluation of student performance in education, in agreement studies among specialist considerations especially in terms of providing additional information to the studies in which correlation coefficient is calculated.