![]() ![]() Krolak-Schwerdt, Sabine ![]() Scientific Conference (2001, September) Detailed reference viewed: 59 (0 UL)![]() Busch, Christopher ![]() in Ichtexte : Beiträge zur Philologie des Individuellen (2019) Detailed reference viewed: 122 (0 UL)![]() Roelens, Nathalie ![]() in Echappées littéraires en francophonie (2016) Detailed reference viewed: 133 (0 UL)![]() Baumann, Michèle ![]() Presentation (2008) Plus les détenus du centre pénitentiaire de Givenich accordent une valeur positive au travail, meilleur est leur bien être psychologique. A l’opposé plus les chômeurs de longue durée de l’ADEM attribuent ... [more ▼] Plus les détenus du centre pénitentiaire de Givenich accordent une valeur positive au travail, meilleur est leur bien être psychologique. A l’opposé plus les chômeurs de longue durée de l’ADEM attribuent de l’importance au rôle professionnel, plus leur santé mentale se dégrade. Plus le niveau d’instruction des personnes qui n’ont pas atteint la fin du cycle secondaire est faible, plus il est associé à un moins bon équilibre mental voir à un état dépressif. Détenus et chômeurs de longue durée en situation d’attente vers un retour à l'emploi nécessitent un véritable soutien psychologique et un accompagnement individualisé adaptés à leurs besoins. [less ▲] Detailed reference viewed: 129 (4 UL)![]() Schumacher, Jutta ![]() in Judaica: Beiträge zum Verstehen des Judentums (2010), 66 Detailed reference viewed: 76 (1 UL)![]() ; Kasprzak, Mikolaj ![]() in Proceedings of the 23rd International Conference on Artificial Intelligence and Statistics (AISTATS) (2020, June) Detailed reference viewed: 57 (19 UL)![]() Jimenez Laredo, Juan Luis ![]() ![]() in European Conference on the Applications of Evolutionary Computation (2012) Detailed reference viewed: 176 (5 UL)![]() Rahli, Vincent ![]() in Mathematical Structures in Computer Science (2017) Detailed reference viewed: 140 (3 UL)![]() Greiff, Samuel ![]() ![]() ![]() Scientific Conference (2016, June 14) Detailed reference viewed: 146 (12 UL)![]() ![]() Herborn, Katharina ![]() ![]() Scientific Conference (2018, April) Detailed reference viewed: 142 (1 UL)![]() Schweitzer, Nick ![]() ![]() ![]() Presentation (2017, March 01) Detailed reference viewed: 120 (4 UL)![]() Herborn, Katharina ![]() ![]() ![]() Poster (2015, September) Detailed reference viewed: 135 (14 UL)![]() Herborn, Katharina ![]() ![]() ![]() Presentation (2015, November 04) Detailed reference viewed: 154 (37 UL)![]() ![]() Michels, Michael Andreas ![]() ![]() ![]() Scientific Conference (2022, November) Today’s educational field has a tremendous hunger for valid and psychometrically sound items to reliably track and model students’ learning processes. Educational large-scale assessments, formative ... [more ▼] Today’s educational field has a tremendous hunger for valid and psychometrically sound items to reliably track and model students’ learning processes. Educational large-scale assessments, formative classroom assessment, and lately, digital learning platforms require a constant stream of high-quality, and unbiased items. However, traditional development of test items ties up a significant amount of time from subject matter experts, pedagogues and psychometricians and might not be suited anymore to nowadays demands. Salvation is sought in automatic item generation (AIG) which provides the possibility of generating multiple items within a short period of time based on the development of cognitively sound item templates by using algorithms (Gierl & Haladyna, 2013; Gierl et al., 2015). The present study psychometrically analyses 35 cognitive item models that were developed by a team of national subject matter experts and psychometricians and then used for algorithmically producing items for the mathematical domain of numbers & shapes for Grades 1, 3, 5, and 7 of the Luxembourgish school system. Each item model was administered in 6 experimentally varied versions to investigate the impact of a) the context the mathematical problem was presented in, and b) problem characteristics which cognitive psychology identified to influence the problem solving process. Based on samples from Grade 1 (n = 5963), Grade 3 (n = 5527), Grade 5 (n = 5291), and Grade 7 (n = 3018) collected within the annual Épreuves standardisées, this design allows for evaluating whether psychometric characteristics of produced items per model are a) stable, b) can be predicted by problem characteristics, and c) are unbiased towards subgroups of students (known to be disadvantaged in the Luxembourgish school system). After item calibration using the 1-PL model, each cognitive model was analyzed in-depth by descriptive comparisons of resulting IRT parameters, and the estimation of manipulated problem characteristics’ impact on item difficulty by using the linear logistic test model (LLTM, Fischer, 1972). Results are truly promising and show negligible effects of different problem contexts on item difficulty and reasonably stable effects of altered problem characteristics. Thus, the majority of developed cognitive models could be used to generate a huge number of items (> 10.000.000) for the domain of numbers & operations with known psychometric properties without the need for expensive field-trials. We end with discussing lessons learned from item difficulty prediction per model and highlighting differences between the Grades. References: Fischer, G. H. (1973). The linear logistic test model as an instrument in educational research. Acta Psychologica, 36, 359-374. Gierl, M. J., & Haladyna, T. M. (Eds.). (2013). Automatic item generation: Theory and practice. New York, NY: Routledge. Gierl, M. J., Lai, H., Hogan, J., & Matovinovic, D. (2015). A Method for Generating Educational Test Items That Are Aligned to the Common Core State Standards. Journal of Applied Testing Technology, 16(1), 1–18. [less ▲] Detailed reference viewed: 172 (7 UL)![]() Ma, Qin ![]() in The Practice of Enterprise Modeling - 14th IFIP WG 8.1 Working Conference, PoEM 2021, Riga, Latvia, November 24-26, 2021, Proceedings (2021) Detailed reference viewed: 25 (1 UL)![]() Ma, Qin ![]() in Software and Systems Modeling (2022) Detailed reference viewed: 18 (2 UL)![]() ; Ghorbel, Enjie ![]() in TAIMA 2015: Traitement et Analyse de l'Information: Méthodes et Applications (2015) Detailed reference viewed: 41 (2 UL)![]() Burton, Réginald ![]() ![]() in Education et Formation (n.d.) Detailed reference viewed: 77 (0 UL)![]() Menetrey, Séverine ![]() in Pasicrisie Luxembourgeoise: Recueil Trimestriel de la Jurisprudence Luxembourgeoise (2015) Detailed reference viewed: 467 (21 UL)![]() Recchia, Sophie ![]() ![]() in Encéphale (L') (2010), 36(3), 202-211 L’étude présente la validation française d’une échelle allemande (AERZ) [Diagnostica 49 (2003) 97–109, révisée Eur J Pers (2009)], évaluant la régulation de la colère. Cet instrument mesure sept réactions ... [more ▼] L’étude présente la validation française d’une échelle allemande (AERZ) [Diagnostica 49 (2003) 97–109, révisée Eur J Pers (2009)], évaluant la régulation de la colère. Cet instrument mesure sept réactions et sept buts liés à la colère (RBC). L’apport principal de cette échelle est la mise en évidence des dimensions réactionnelles et intentionnelles lors de la régulation de la colère. Au-delà d’un panel de réactions fonctionnelles, voire dysfonctionnelles, la RBC revient sur les buts offensifs et défensifs associés à l’émotion de la colère. La version française adaptée a été administrée à un échantillon d’étudiants (n = 184). La structure factorielle de la version originale a en grande partie pu être retrouvée avec des consistances internes satisfaisantes pour les différentes dimensions. Globalement, les résultats obtenus attestent la validité, la fidélité et la sensibilité des construits mesurés par la RBC. Cette validation offre, en particulier dans le contexte français, un inventaire multidimensionnel permettant d’étudier les réactions et les buts liés à la colère, par exemple en testant l’efficacité d’interventions de régulation de la colère ou en tant que diagnostic. [less ▲] Detailed reference viewed: 138 (4 UL) |
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