Psychometric Analysis of Dyscalculia Test (Published)
The aim of the research was to carry out a Psychometric Analysis of the Dyscalculia Test. Triangulation research design was utilized in this study. The study was driven by four research questions. The study’s population included all 4,758,800 pupils in Nigeria’s upper primary and junior secondary schools in Nigeria. A total of 2340 students were randomly selected using a multistage sampling procedure. The data for the study was the Dyscalculia Test. Expert judgment and empirical evidence of factor analysis were used to establish the instruments’ face, content, and construct validity. Split half Technique was used to ensure the instrument reliability. The split-half reliability study for the Dyscalculia Test indicates that the first half of the test has a reliability estimate of.894 and the second half of the test has a reliability estimate of.780 and a Spearman Brown Prophecy estimate of .824 was used to evaluate the whole test’s reliability. Research questions were answered using p value and discriminatory indexes, content validity Ratio, factor Analysis, and Split half reliability estimate. Result on analysis revealed that for Dyscalculia Test, the P values for the test obtained under CTT varied from 0.2 to 0.8, whereas the R values obtained ranged from -0.002 to 0.740. It was also found that Reliability, content and construct validity were properly established using factor analysis, and a high content validity Ratio and Split Half Reliability estimate. It was recommended based on findings that assessment instruments employed in the educational system, whether at primary or secondary, institutions, should be subjected to item by analysis since they give adequate information on how effectively particular items operate.
Keywords: difficulty index., discrimination index, dyscalculia test, validity
Validity of Lesson Plan (RPP) Thematic Learning Model Based on Gender and Diversity (Kebhinekaan) (Published)
This study aims to determine the validity of the lesson plan on the thematic learning model based on gender and diversity values for grade IV students in Primary Schools in Aceh Barat District, Aceh. This research embraces research and development with stages 1) preliminary study, 2) design and development stage 3) testing phase. Validity test data obtained from the validation results by experts using a questionnaire instrument. The data obtained were analyzed using a Likert scale. The results obtained from this validity test showed a validity value of 90% with a very valid category.
Keywords: Diversity, Gender, Lesson Plan, validity
A Review of Educational Assessment: Reliability, Validity and Relationship with Learning—the Case of Northern Ireland (Ni) Transfer Tests Policy and Practice (Published)
Northern Ireland 11+ transfer tests policy is a long-standing debatable issue. Presently, the transfer-tests are divided into two distinct test types and they are colloquially known as the AQE (the Association of Quality Education) as well as the GL (Granada Learning) tests which are non-statutory as the government removed the NI transfer tests in 2008. But, previously these tests were called 11+ exams in which all students took the same tests for grammar school admission. This study aims to evaluate the current NI transfer test policy in light of its reliability, validity, and relationship with learning. The analysis of NI transfer tests traces a number of complications and dilemmas such as unfaithful scoring and grading systems as they contain a lack of transparency. The tests policy also fosters a conflict between the sense of deprivation and advantage. The policy also bewilders a group of pupils, and develops some negative effects on learning. In a word, there are little positive outcomes of these testing systems. Rather, a serious disastrous effect has been culminated in the absence of government care. Henceforth, an alternative transfer testing procedure is essential to be embedded in the NI education system which can fit well with all students in general.
Keywords: Learning, Reliability, transfer test policy, validity