{"id":3692,"date":"2015-06-02T15:14:28","date_gmt":"2015-06-02T07:14:28","guid":{"rendered":"http:\/\/www.appliedpsyj.org\/journal\/?p=3692"},"modified":"2015-06-02T15:14:48","modified_gmt":"2015-06-02T07:14:48","slug":"development-and-item-response-analysis-of-the-teaching-perspectives-inventory","status":"publish","type":"post","link":"https:\/\/www.appliedpsyj.org.tw\/journal\/?p=3692","title":{"rendered":"Development and Item Response Analysis of the Teaching Perspectives Inventory"},"content":{"rendered":"

Wen-Chung Wang<\/strong>
\nNational Chung Cheng University
\nHsueh-Chu Chen<\/strong>
\nWu Feng College of Technology and Commerce<\/p>\n

In this study, we develop an inventory of teaching perspectives,\u00a0which can be used to investigate effects of preservice education and\u00a0practical training on teaching perspectives. There are five domains in\u00a0the inventory: classroom management, teacher roles, student diversity,\u00a0knowledge and curriculum, and instructional affairs. After pretest, we\u00a0administered the inventory to 773 college students and secondary school\u00a0teachers. We apply item response theory to analyze dimensionality,\u00a0differential item functioning, distribution of ability and item difficulty,\u00a0and group differences. The results show that the inventory is\u00a0unidimensional and is measuring \u201cprogressiveness of teaching\u00a0perspectives.\u201d Of the 22 items, five exhibit moderate effects of\u00a0differential item functioning. If these 22 items are to be treated as\u00a0criteria, most subjects\u2019 perspectives are quite progressive. However,\u00a0these items are too easy to well differentiate individual differences.\u00a0The subjects are more progressive in \u201cconceptual\u201d issues than in\u00a0\u201cpractical\u201d issues. There are no group differences in progressiveness\u00a0between the awarded teachers and general teachers. Likewise, there are\u00a0no differences between the students of education program and general\u00a0students. However, the students are more progressive than the teachers.\u00a0It may be because the students are more optimistic, or the teachers are\u00a0more practical. Since the issues examined are common to\u00a0psychological tests, this study can offer some suggestions to test\u00a0development and analysis.<\/p>\n

Keywords: Rasch model, item response analysis, teaching perspectives,\u00a0test development.<\/p>\n","protected":false},"excerpt":{"rendered":"

Wen-Chung Wang National Chung Cheng University Hsueh-Ch …<\/span> Read More →<\/span><\/a><\/span><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[91],"tags":[],"class_list":["post-3692","post","type-post","status-publish","format-standard","hentry","category-91"],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t