Spread Of Difficulties Research Articles

A Rasch-based validation of the Vietnamese version of the Listening Vocabulary Levels Test

The Listening Vocabulary Levels Test (LVLT) created by McLean et al. Language Teaching Research 19:741-760, 2015 filled an important gap in the field of second language assessment by introducing an instrument for the measurement of phonological vocabulary knowledge. However, few attempts have been made to provide further validity evidence for the LVLT and no Vietnamese version of the test has been created to date. The present study describes the development and validation of the Vietnamese version of the LVLT. Data was collected from 311 Vietnamese university students and then analyzed based on the Rasch model using several aspects of Messick’s, Educational Measurement, 1989; American Psychologist 50:741–749, 1995 validation framework. Supportive evidence for the test’s validity was provided. First, the test items showed very good fit to the Rasch model and presented a sufficient spread of difficulty. Second, the items displayed sound unidimensionality and were locally independent. Finally, the Vietnamese version of the LVLT showed a high degree of generalizability and was found to positively correlate with the IELTS listening test at 0.65.

Brief Report: Psychometric Properties of the Ability in Behavior Assessment and Interventions for Teachers-Revised (ABAIT-R).

Given the importance of competencies in functional behavior assessment (FBA) and behavioral interventions among teachers for managing problem behaviors among children with autism spectrum disorder (ASD) and other developmental disabilities, a previously reported ability in behavior assessment and interventions for teachers (ABAIT) needed improvements in the multiple-choices by adding a 'don't know' option. This study reports on the psychometric properties of this revised scale (ABAIT-R) among 102 special educators assessed using Rasch models. It was found that the model had good fit and a wide spread of difficulties (3.63 to - 2.60). ABAIT-R had good targeting (over 85%) and high reliability (0.79). The assumptions of the model were met recommending sufficiency for the use of summated score from ABAIT-R among teachers.

Western missionaries on the Ukrainian territory in middle ages: religious, cultural and diplomatic contacts

A Ukrainian historian of Canadian origin, Yuriy Tys-Krokhmalyuk, highlighting the pages of the early missionary history of the Irish monasticism, states that about 600 g. They from the territory of Western Europe went further to the East, reaching the land of the Antes and Kiev. In this regard, the researcher expresses the following opinion: "It is not known whether the Irish monks were the first on our (Ukrainian - B. B.) land. Apparently not, because they were not the first either in Burgundy, nor in France, nor in Switzerland. It was at that time that the Roman cultural center grew up, and between these two centers - the Gellensky (Gallic - B. B.) and the Roman - there was a misunderstanding in the competition for influence. Irish monks, coming to our lands, apparently intended to spread the Gaelic spirit in theology and science. Times have changed: there were those when the Gellian culture developed freely, but there were also those that were in the spread of difficulties and obstacles. Then Irish monks were looking for new peaceful centers for their activities "

The Effect of Anchor Test Construction on Scale Drift

In common-item equating the anchor block is generally built to represent a miniature form of the total test in terms of content and statistical specifications. The statistical properties frequently reflect equal mean and spread of item difficulty. Sinharay and Holland (2007) suggested that the requirement for equal spread of difficulty may be too restrictive. They suggested that an anchor test with representative content coverage and equal mean item difficulty but a smaller spread of item difficulty (miditest) may provide the same or better results for equating while decreasing the pressure to find very hard and very easy items to include in the anchor. Analyses to date have concentrated on the results of equating the scores from one form to another with findings that are supportive of the Sinharay and Holland concept (Sinharay & Holland, 2006a, 2006b, 2007; Liu, Sinharay, Holland, Feigenbaum, & Curley, 2009). These studies do not address longer chains of equating. It is important to monitor the possibility of scale drift over forms. The current research begins to address this issue.

Observed Score Equating Using a Mini-Version Anchor and an Anchor with Less Spread of Difficulty: A Comparison Study

Two different types of anchors are investigated in this study: a mini-version anchor and an anchor that has a less spread of difficulty than the tests to be equated. The latter is referred to as a midi anchor. The impact of these two different types of anchors on observed score equating are evaluated and compared with respect to systematic error (bias), random equating error (SEE), and total equating error (RMSE) using SAT operational data. The results suggest that the overall bias, SEE, and RMSE when the midi anchor is used are either smaller than or very similar to those when the mini anchor test is used. The findings suggest that a midi anchor test would be preferred to a mini anchor test if equating accuracy at the ends of the score scale is not a primary concern.