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All Journal International Journal of Evaluation and Research in Education (IJERE)
Putcharee Junpeng
Khon Kaen University
Education

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Developing an assessment framework of multidimensional scientific competencies Sasima Intasoi; Putcharee Junpeng; Keow Ngang Tang; Jatuphum Ketchatturat; Yidan Zhang; Mark Wilson
International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 4: December 2020
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v9i4.20542

Abstract

The study aimed to develop and validate an assessment framework of multidimensional scientific competencies for seventh-grade students in the northeastern region of Thailand. A total of 289 samples with three different scientific competency levels were randomly selected to participate as testtakers. The design-based research encompassing four phases of the construct modelling approach, namely construct maps, item design, outcome space, and Wright map. Multidimensional Random Coefficient Multinomial Logit model was employed to examine the quality of the created assessment framework of multidimensional scientific competencies. The results showed that scientific competence is comprised of three dimensions, namely explain phenomena scientifically, evaluate and design scientific inquiry, and interpret data and evidence scientifically. Each dimension can be further categorized into four levels. The assessment framework consists of 16 items. The results revealed that there is validity evidence regarding internal structure based on the comparison of the model fit and Wright map. Moreover, results also indicated that the reliability evidence and item fit are compliance with the quality of the assessment framework as revealed in the analysis of standard error of measurement and infit and outfit of the items. It can be concluded that the assessment framework is currently prevalent to assess the scientific competencies of seventh-grade students.
Designing and verifying a tool for diagnosing scientific misconceptions in genetics topic Sasithorn Kantahan; Putcharee Junpeng; Sompong Punturat; Keow Ngang Tang; Perman Gochyyev; Mark Wilson
International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 3: September 2020
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v9i3.20544

Abstract

The main purpose of this study was to design and verify the quality of an assessment aimed at diagnosing scientific misconceptions among students enrolled in 10th-grade biology subjects. A sample consisted of N=200 students from schools under the administration of the Office of Secondary Educational Service 31, Nakhon Ratchasima province. We employed the design-based approach, which consists of four phases, namely, construct map, item design, outcome space, and Wright map. Multidimensional Random Coefficient Multinomial Logit Model (MRCMLM) was used to evaluate the quality of the assessment tool. The assessment tool consists of two dimensions, namely, knowledge and reasoning. The assessment tool is comprised of 40 items, with 20 items tapping each of the dimensions. Findings form item analysis and modeling revealed sufficient evidence on the internal structure and validity of the instrument. It can be concluded that the unidimensional model is more appropriate than the multidimensional model for diagnosing scientific misconceptions in the genetics topic for dichotomously scored with four options in each item. The polytomous scored type should be further investigated to determine the best fit model in the items relating to evidence-based reasoning for supporting students’ answers.
Development of an assessment tool for mathematical reading, analytical thinking and mathematical writing Nuttida Kesorn; Putcharee Junpeng; Metta Marwiang; Kissadapan Pongboriboon; Keow Ngang Tang; Mark Wilson
International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 4: December 2020
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v9i4.20505

Abstract

The main objective of this research was to develop and validate the quality of an assessment tool for evaluating the mathematical reading, analytical thinking, and mathematical writing skills of fourth-grade students. We randomly selected 222 fourth grade students across multiple schools of varying sizes to take the assessment. Multidimensional Random Coefficients Multinomial Item Response Model was applied to validate the quality of the developed assessment tool. A design-based research methodology was adopted to develop the assessment tool encompassing four phases as follows: 1) analyze how students solve mathematical problems; 2) develop the assessment tool; 3) validation of the tool; and 4) reflection. The results of this research indicate that the assessment tool consisting of 19 items and two dimensions is a reliable and valid metric to measure mathematical reading, mathematical writing and analytical ability of fourth graders. The Likelihood-Ratio test showed that the multidimensional model fits better in comparison to the unidimensional model. It can be concluded that each item is qualified to assess the students and relevant to the developed dimensional examination structure.
Validation of a digital tool for diagnosing mathematical proficiency Putcharee Junpeng; Metta Marwiang; Samruan Chinjunthuk; Prapawadee Suwannatrai; Kanokporn Chanayota; Kissadapan Pongboriboon; Keow Ngang Tang; Mark Wilson
International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 3: September 2020
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v9i3.20503

Abstract

This study was aimed to validate a digital tool for diagnosing mathematical proficiency in the Number and Algebra strand of 1,504 Thai seventh-grade students. Researchers employed a multidimensional approach, an extension of the Rasch model to measure its quality. A design-based research method was adopted to create the diagnostic tool which consists of four components, namely register system, input data, process system, and diagnostic feedback report. The diagnostic framework consists of 18 tasks encompassing 11 and 7 tasks in the Mathematical Procedures Dimension and Structure of the Observed Learning Outcome dimension, respectively. The results revealed that there is internal structure evidence of validity based on the comparison of model fit and the Wright map. The results also indicated that the reliability evidence and item fit are compliant with the quality of the digital tool as shown in the analysis of standard error of measurement and infit and outfit of the items. In conclusion, the developed digital tool can diagnose seventh-grade students’ multiple mathematical proficiencies in terms of accuracy, consistency, and stability. This implies that the digital tool can provide fruitful information, particularly to those intermediate and high mathematical proficiency levels because the error for estimating proficiency in each dimension was at the lowest value for those students.
Developing and validating the construct maps to assess mathematical proficiencies Tachamaporn Saikang; Putcharee Junpeng; Nuchwana Luanganggoon; Samruan Chiajunthuk; Prapawadee Suwannatrai; Metta Marwiang; Keow Ngang Tang; Mark Wilson
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i2.24871

Abstract

The study was aimed to develop and validate a measurement test to assess mathematical proficiencies in the numbers and algebra strand. A total of 125 seventh-grade learners with diverse learning abilities from secondary educational institutions under the management of the Khon Kaen Educational Service Area 25, Thailand was chosen as respondents. The researchers employed design-based research consisting of four building blocks to construct a prototype utilizing a construct modeling approach. Firstly, the researchers developed construct maps to identify the learners’ mathematical proficiency (MP) level. This was followed by the creation of the items of measurement test according to the proficiency levels. Next, the researchers allocated scoring measures and formed the conversion of learners’ MP stages. Lastly, the researchers validated the superiority of the measurement test through Wright map consuming the multi-dimensional random coefficient multinomial logit model. The construct maps of the MP level consisted of two dimensions, namely mathematical procedures and structure of learning outcome. Findings discovered that there were 20 items in the assessment tool and its quality passed the determined education and psychological assessment criteria. It can be determined that every item is capable to measure the learners’ multi-dimensional mathematical proficiencies.
Co-Authors Jatuphum Ketchatturat Kanokporn Chanayota Keow Ngang Tang Keow Ngang Tang Kissadapan Pongboriboon Mark Wilson Metta Marwiang Nuchwana Luanganggoon Nuttida Kesorn Perman Gochyyev Prapawadee Suwannatrai Samruan Chiajunthuk Samruan Chinjunthuk Sasima Intasoi Sasithorn Kantahan Sompong Punturat Tachamaporn Saikang Yidan Zhang