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hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/91807677/The_Effectiveness_of_the_Number_of_Extra_Negative_Items_in_Detecting_Insufficient_Effort_Responses_in_Non_Cognitive_Scales"><img alt="Research paper thumbnail of The Effectiveness of the Number of Extra Negative Items in Detecting Insufficient Effort Responses in Non-Cognitive Scales" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91807677/The_Effectiveness_of_the_Number_of_Extra_Negative_Items_in_Detecting_Insufficient_Effort_Responses_in_Non_Cognitive_Scales">The Effectiveness of the Number of Extra Negative Items in Detecting Insufficient Effort Responses in Non-Cognitive Scales</a></div><div class="wp-workCard_item"><span>Journal of Applied Mathematics and Physics</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91807677"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91807677"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91807677; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + 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})(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=91807677]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":91807677,"title":"The Effectiveness of the Number of Extra Negative Items in Detecting Insufficient Effort Responses in Non-Cognitive Scales","translated_title":"","metadata":{"publisher":"Scientific Research Publishing, Inc.","publication_name":"Journal of Applied Mathematics and Physics"},"translated_abstract":null,"internal_url":"https://www.academia.edu/91807677/The_Effectiveness_of_the_Number_of_Extra_Negative_Items_in_Detecting_Insufficient_Effort_Responses_in_Non_Cognitive_Scales","translated_internal_url":"","created_at":"2022-11-28T13:54:36.690-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":240105363,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"The_Effectiveness_of_the_Number_of_Extra_Negative_Items_in_Detecting_Insufficient_Effort_Responses_in_Non_Cognitive_Scales","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":240105363,"first_name":"Mahmoud","middle_initials":null,"last_name":"Alquraan","page_name":"MahmoudAlquraan1","domain_name":"independent","created_at":"2022-10-12T20:47:07.136-07:00","display_name":"Mahmoud 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Rating of Teaching Effectiveness Surveys in Higher Education According to Academic Disciplines: Data from a Saudi University" class="work-thumbnail" src="https://attachments.academia-assets.com/94989562/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91807676/Differential_Item_Functioning_in_Students_Rating_of_Teaching_Effectiveness_Surveys_in_Higher_Education_According_to_Academic_Disciplines_Data_from_a_Saudi_University">Differential Item Functioning in Students Rating of Teaching Effectiveness Surveys in Higher Education According to Academic Disciplines: Data from a Saudi University</a></div><div class="wp-workCard_item"><span>Journal of Educational and Psychological Studies [JEPS]</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study explored academic discipline as a source of differential item functioning(DIF) in stud...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study explored academic discipline as a source of differential item functioning(DIF) in students’ rating of teaching quality and effectiveness at higher education institutions. Data utilized in this study was collected by Imam Abudalruman Bin Faisal University - KSA. The total number of surveys analyzed for the purpose of this study is 36459 from three colleges: Education, Health, and Engineering. Using Extended Rasch model (Rating Scale Model), the results show that the instrument contains four DIF items. The content of these four items confirm the possibility of considering discipline as a source of DIF items in students evaluation of teaching in higher education. Moreover, the results of the current study show that removing DIF items from the instrument increases construct validity.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6bb38e0ffb0e8063b68318fd66e9ffa5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":94989562,"asset_id":91807676,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/94989562/download_file?st=MTczMjQ3NzgzOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91807676"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91807676"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91807676; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91807676]").text(description); $(".js-view-count[data-work-id=91807676]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91807676; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91807676']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91807676, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "6bb38e0ffb0e8063b68318fd66e9ffa5" } } $('.js-work-strip[data-work-id=91807676]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":91807676,"title":"Differential Item Functioning in Students Rating of Teaching Effectiveness Surveys in Higher Education According to Academic Disciplines: Data from a Saudi University","translated_title":"","metadata":{"abstract":"This study explored academic discipline as a source of differential item functioning(DIF) in students’ rating of teaching quality and effectiveness at higher education institutions. 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Moreover, the results of the current study show that removing DIF items from the instrument increases construct validity.","publisher":"Sultan Qaboos University","publication_date":{"day":null,"month":null,"year":2017,"errors":{}},"publication_name":"Journal of Educational and Psychological Studies [JEPS]"},"translated_abstract":"This study explored academic discipline as a source of differential item functioning(DIF) in students’ rating of teaching quality and effectiveness at higher education institutions. Data utilized in this study was collected by Imam Abudalruman Bin Faisal University - KSA. The total number of surveys analyzed for the purpose of this study is 36459 from three colleges: Education, Health, and Engineering. Using Extended Rasch model (Rating Scale Model), the results show that the instrument contains four DIF items. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91807674"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/91807674/Psychometric_Properties_and_Differential_Item_Functioning_of_a_Web_Based_Assessment_of_Children_s_Emotion_Recognition_Skill"><img alt="Research paper thumbnail of Psychometric Properties and Differential Item Functioning of a Web-Based Assessment of Children’s Emotion Recognition Skill" class="work-thumbnail" src="https://attachments.academia-assets.com/94989592/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91807674/Psychometric_Properties_and_Differential_Item_Functioning_of_a_Web_Based_Assessment_of_Children_s_Emotion_Recognition_Skill">Psychometric Properties and Differential Item Functioning of a Web-Based Assessment of Children’s Emotion Recognition Skill</a></div><div class="wp-workCard_item"><span>Journal of Psychoeducational Assessment</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Emotion recognition (ER) involves understanding what others are feeling by interpreting nonverbal...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Emotion recognition (ER) involves understanding what others are feeling by interpreting nonverbal behavior, including facial expressions. The purpose of this study is to evaluate the psychometric properties of a web-based social ER assessment designed for children in kindergarten through third grade. Data were collected from two separate samples of children. The first sample included 3,224 children and the second sample included 4,419 children. Data were calibrated using Rasch dichotomous model. Differential item and test functioning were also evaluated across gender and ethnicity. Across both samples, we found consistent item fit, unidimensional item structure, and adequate item targeting. Analyses of differential item functioning (DIF) found six out of 111 items displaying DIF across gender and no items demonstrating DIF across ethnicity. The analyses of person measure calibrations with and without DIF items yielded no evidence of differential test functioning (DTF) across gender ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6732a161aa8f3661eea46de0748b803b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":94989592,"asset_id":91807674,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/94989592/download_file?st=MTczMjQ3NzgzOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91807674"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91807674"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91807674; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91807674]").text(description); $(".js-view-count[data-work-id=91807674]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91807674; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91807674']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91807674, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "6732a161aa8f3661eea46de0748b803b" } } $('.js-work-strip[data-work-id=91807674]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":91807674,"title":"Psychometric Properties and Differential Item Functioning of a Web-Based Assessment of Children’s Emotion Recognition Skill","translated_title":"","metadata":{"abstract":"Emotion recognition (ER) involves understanding what others are feeling by interpreting nonverbal behavior, including facial expressions. The purpose of this study is to evaluate the psychometric properties of a web-based social ER assessment designed for children in kindergarten through third grade. Data were collected from two separate samples of children. The first sample included 3,224 children and the second sample included 4,419 children. Data were calibrated using Rasch dichotomous model. Differential item and test functioning were also evaluated across gender and ethnicity. Across both samples, we found consistent item fit, unidimensional item structure, and adequate item targeting. Analyses of differential item functioning (DIF) found six out of 111 items displaying DIF across gender and no items demonstrating DIF across ethnicity. The analyses of person measure calibrations with and without DIF items yielded no evidence of differential test functioning (DTF) across gender ...","publisher":"SAGE Publications","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"Journal of Psychoeducational Assessment"},"translated_abstract":"Emotion recognition (ER) involves understanding what others are feeling by interpreting nonverbal behavior, including facial expressions. The purpose of this study is to evaluate the psychometric properties of a web-based social ER assessment designed for children in kindergarten through third grade. Data were collected from two separate samples of children. The first sample included 3,224 children and the second sample included 4,419 children. Data were calibrated using Rasch dichotomous model. Differential item and test functioning were also evaluated across gender and ethnicity. Across both samples, we found consistent item fit, unidimensional item structure, and adequate item targeting. Analyses of differential item functioning (DIF) found six out of 111 items displaying DIF across gender and no items demonstrating DIF across ethnicity. The analyses of person measure calibrations with and without DIF items yielded no evidence of differential test functioning (DTF) across gender ...","internal_url":"https://www.academia.edu/91807674/Psychometric_Properties_and_Differential_Item_Functioning_of_a_Web_Based_Assessment_of_Children_s_Emotion_Recognition_Skill","translated_internal_url":"","created_at":"2022-11-28T13:54:36.279-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":240105363,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":94989592,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/94989592/thumbnails/1.jpg","file_name":"073428291988191920221128-1-1ll9otw.pdf","download_url":"https://www.academia.edu/attachments/94989592/download_file?st=MTczMjQ3NzgzOSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Psychometric_Properties_and_Differential.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/94989592/073428291988191920221128-1-1ll9otw-libre.pdf?1669673834=\u0026response-content-disposition=attachment%3B+filename%3DPsychometric_Properties_and_Differential.pdf\u0026Expires=1732481439\u0026Signature=B6HIE-OwFcx2kXSnh4VLJ~Qk9G3Drie3RlVfcGsANdWu4e~s32HH4ctaGskrAZZAJQNDxrPQTIS~iqZbpBwP4fs38~jF9CFRczXp6eaaVE~Q1Hry1jfRxD~qJFVnt4aaGokWvRvNWhhJrSDn78MgsFFsKJQ~GQEGq4aWOnRGNlWNv31yB2L4s0EXX~m2hCTydc1O3Ep0xe-k5itJb~H34mBM0nFGbtusO36A7arbdboxx11NmFur7Kj2z8~EnOG4OJHmItPEWdL5RGQyoSnIgPIqhDSdbZE-5Aqy5olbpBrWi1Il0eZKKBe~ZjI8ddFLRD1dvi7t3CU6ZXY3jpiZjg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Psychometric_Properties_and_Differential_Item_Functioning_of_a_Web_Based_Assessment_of_Children_s_Emotion_Recognition_Skill","translated_slug":"","page_count":15,"language":"en","content_type":"Work","owner":{"id":240105363,"first_name":"Mahmoud","middle_initials":null,"last_name":"Alquraan","page_name":"MahmoudAlquraan1","domain_name":"independent","created_at":"2022-10-12T20:47:07.136-07:00","display_name":"Mahmoud Alquraan","url":"https://independent.academia.edu/MahmoudAlquraan1"},"attachments":[{"id":94989592,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/94989592/thumbnails/1.jpg","file_name":"073428291988191920221128-1-1ll9otw.pdf","download_url":"https://www.academia.edu/attachments/94989592/download_file?st=MTczMjQ3NzgzOSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Psychometric_Properties_and_Differential.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/94989592/073428291988191920221128-1-1ll9otw-libre.pdf?1669673834=\u0026response-content-disposition=attachment%3B+filename%3DPsychometric_Properties_and_Differential.pdf\u0026Expires=1732481439\u0026Signature=B6HIE-OwFcx2kXSnh4VLJ~Qk9G3Drie3RlVfcGsANdWu4e~s32HH4ctaGskrAZZAJQNDxrPQTIS~iqZbpBwP4fs38~jF9CFRczXp6eaaVE~Q1Hry1jfRxD~qJFVnt4aaGokWvRvNWhhJrSDn78MgsFFsKJQ~GQEGq4aWOnRGNlWNv31yB2L4s0EXX~m2hCTydc1O3Ep0xe-k5itJb~H34mBM0nFGbtusO36A7arbdboxx11NmFur7Kj2z8~EnOG4OJHmItPEWdL5RGQyoSnIgPIqhDSdbZE-5Aqy5olbpBrWi1Il0eZKKBe~ZjI8ddFLRD1dvi7t3CU6ZXY3jpiZjg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":252,"name":"Developmental Psychology","url":"https://www.academia.edu/Documents/in/Developmental_Psychology"},{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory"},{"id":67200,"name":"Differential Item Functioning","url":"https://www.academia.edu/Documents/in/Differential_Item_Functioning"},{"id":105028,"name":"Measurement Invariance","url":"https://www.academia.edu/Documents/in/Measurement_Invariance"},{"id":508371,"name":"Curriculum and Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy"},{"id":517529,"name":"Rasch Model","url":"https://www.academia.edu/Documents/in/Rasch_Model"},{"id":701627,"name":"Psychoeducational Assessment","url":"https://www.academia.edu/Documents/in/Psychoeducational_Assessment"}],"urls":[{"id":26490485,"url":"http://journals.sagepub.com/doi/pdf/10.1177/0734282919881919"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91807673"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/91807673/Math_and_Science_Post_basic_Education_School_Teachers_Use_of_As_sessment_for_Learning_and_Assessment_of_Learning_Practices_in_Oman"><img alt="Research paper thumbnail of Math and Science Post-basic Education School Teachers’ Use of As-sessment for Learning and Assessment of Learning Practices in Oman" class="work-thumbnail" src="https://attachments.academia-assets.com/94989559/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91807673/Math_and_Science_Post_basic_Education_School_Teachers_Use_of_As_sessment_for_Learning_and_Assessment_of_Learning_Practices_in_Oman">Math and Science Post-basic Education School Teachers’ Use of As-sessment for Learning and Assessment of Learning Practices in Oman</a></div><div class="wp-workCard_item"><span>Journal of Educational and Psychological Studies [JEPS]</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The present study aimed at investigating math and science post-basic education school teachers’ u...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The present study aimed at investigating math and science post-basic education school teachers’ use of Assessment for Learning (AfL) and Assessment of Learning (AoL) Practices in Oman from teachers’ points of view and as perceived by their educational supervisors. To achieve the objectives of this study, a 31-item of Likert type questionnaire was used. The questionnaire was divided into two subscales. The first subscale contains 12 AoL practices while the second one contains 19 AfL practices. The questionnaire was distributed to 288 math, biology, physics, and chemistry teachers and to 78 math and science educational supervisors. The results show that math and science teachers use AoL practices more than their use of AfL practices from their points of view and based on their educational supervisors perceptions. The study recommends math and science teachers balance between the use of AoL and AfL practices.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="47e020eabc9865c5d69e76db1a0afa98" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":94989559,"asset_id":91807673,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/94989559/download_file?st=MTczMjQ3Nzg0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91807673"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91807673"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91807673; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91807673]").text(description); $(".js-view-count[data-work-id=91807673]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91807673; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91807673']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91807673, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "47e020eabc9865c5d69e76db1a0afa98" } } $('.js-work-strip[data-work-id=91807673]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":91807673,"title":"Math and Science Post-basic Education School Teachers’ Use of As-sessment for Learning and Assessment of Learning Practices in Oman","translated_title":"","metadata":{"abstract":"The present study aimed at investigating math and science post-basic education school teachers’ use of Assessment for Learning (AfL) and Assessment of Learning (AoL) Practices in Oman from teachers’ points of view and as perceived by their educational supervisors. To achieve the objectives of this study, a 31-item of Likert type questionnaire was used. The questionnaire was divided into two subscales. The first subscale contains 12 AoL practices while the second one contains 19 AfL practices. The questionnaire was distributed to 288 math, biology, physics, and chemistry teachers and to 78 math and science educational supervisors. The results show that math and science teachers use AoL practices more than their use of AfL practices from their points of view and based on their educational supervisors perceptions. The study recommends math and science teachers balance between the use of AoL and AfL practices.","publisher":"SciTech Solutions","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"Journal of Educational and Psychological Studies [JEPS]"},"translated_abstract":"The present study aimed at investigating math and science post-basic education school teachers’ use of Assessment for Learning (AfL) and Assessment of Learning (AoL) Practices in Oman from teachers’ points of view and as perceived by their educational supervisors. To achieve the objectives of this study, a 31-item of Likert type questionnaire was used. The questionnaire was divided into two subscales. The first subscale contains 12 AoL practices while the second one contains 19 AfL practices. The questionnaire was distributed to 288 math, biology, physics, and chemistry teachers and to 78 math and science educational supervisors. The results show that math and science teachers use AoL practices more than their use of AfL practices from their points of view and based on their educational supervisors perceptions. The study recommends math and science teachers balance between the use of AoL and AfL practices.","internal_url":"https://www.academia.edu/91807673/Math_and_Science_Post_basic_Education_School_Teachers_Use_of_As_sessment_for_Learning_and_Assessment_of_Learning_Practices_in_Oman","translated_internal_url":"","created_at":"2022-11-28T13:54:36.151-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":240105363,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":94989559,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/94989559/thumbnails/1.jpg","file_name":"2695.pdf","download_url":"https://www.academia.edu/attachments/94989559/download_file?st=MTczMjQ3Nzg0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Math_and_Science_Post_basic_Education_Sc.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/94989559/2695-libre.pdf?1669673840=\u0026response-content-disposition=attachment%3B+filename%3DMath_and_Science_Post_basic_Education_Sc.pdf\u0026Expires=1732481439\u0026Signature=ALY4ASxO4fHh9YqcN-uDcm31QcVg~t2wOBD2exNYFIzfH9d24pxPtNVo8ift~I7UCzvjy9heR~IkMpOGAB0PMLEZVndOnFWcHcbYATWJ-eqjqX4LelQlwITmKpkGFV2j5l9jCGWEQ7eGEzE0I701TuxTD120Z2aFIaQxPjBuk0eEusLJFltkpg6GoEWSkjg5B-7-58Vy1sOpgMPb99QWWVOkuQJU32qFMOCJYmTr1hw00cqoKdyIN0HcFTv5nroCXgxj-C5bXWhscVdaLpxpLH8pk71CgHiRQsA4yLEifh6Msib3vouKrRMi1pySvkhPNqgiQp4-Jmg6Js32vsaELQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Math_and_Science_Post_basic_Education_School_Teachers_Use_of_As_sessment_for_Learning_and_Assessment_of_Learning_Practices_in_Oman","translated_slug":"","page_count":13,"language":"en","content_type":"Work","owner":{"id":240105363,"first_name":"Mahmoud","middle_initials":null,"last_name":"Alquraan","page_name":"MahmoudAlquraan1","domain_name":"independent","created_at":"2022-10-12T20:47:07.136-07:00","display_name":"Mahmoud Alquraan","url":"https://independent.academia.edu/MahmoudAlquraan1"},"attachments":[{"id":94989559,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/94989559/thumbnails/1.jpg","file_name":"2695.pdf","download_url":"https://www.academia.edu/attachments/94989559/download_file?st=MTczMjQ3Nzg0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Math_and_Science_Post_basic_Education_Sc.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/94989559/2695-libre.pdf?1669673840=\u0026response-content-disposition=attachment%3B+filename%3DMath_and_Science_Post_basic_Education_Sc.pdf\u0026Expires=1732481439\u0026Signature=ALY4ASxO4fHh9YqcN-uDcm31QcVg~t2wOBD2exNYFIzfH9d24pxPtNVo8ift~I7UCzvjy9heR~IkMpOGAB0PMLEZVndOnFWcHcbYATWJ-eqjqX4LelQlwITmKpkGFV2j5l9jCGWEQ7eGEzE0I701TuxTD120Z2aFIaQxPjBuk0eEusLJFltkpg6GoEWSkjg5B-7-58Vy1sOpgMPb99QWWVOkuQJU32qFMOCJYmTr1hw00cqoKdyIN0HcFTv5nroCXgxj-C5bXWhscVdaLpxpLH8pk71CgHiRQsA4yLEifh6Msib3vouKrRMi1pySvkhPNqgiQp4-Jmg6Js32vsaELQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":94989560,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/94989560/thumbnails/1.jpg","file_name":"2695.pdf","download_url":"https://www.academia.edu/attachments/94989560/download_file","bulk_download_file_name":"Math_and_Science_Post_basic_Education_Sc.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/94989560/2695-libre.pdf?1669673850=\u0026response-content-disposition=attachment%3B+filename%3DMath_and_Science_Post_basic_Education_Sc.pdf\u0026Expires=1732481440\u0026Signature=QE2Zd9~-UGCKP~Ow1qLHBN9-SRIdAvOIRWhexwFZpkW68OdOiF66XFLLvE7kafsaDhv~sy9B2jiHtiyXzPwp74wp~SPIjVVATAWV4c~-lCULNhBBiN899NbipOtGLFkqTx68xc63MhC24kbSaDy5s384ySIkD6kIizPguRY8IEaCl-9WqoTNo8eg7ODcu-AZPhCTkqt4J7IFhsdsgOGOkJXzKM-PMbXselHtdFKgqW71Hr8yTcG24nYJ9gb~llDBcQFLaFY2NqL760l4HLlKmkz3aUlrXgSX1Xf5smRnkSvKhDezPSb0SkTTbxzw844N3xIzMyXzmVdtz0ZxbucXqg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":300,"name":"Mathematics","url":"https://www.academia.edu/Documents/in/Mathematics"},{"id":867,"name":"Perception","url":"https://www.academia.edu/Documents/in/Perception"},{"id":2731,"name":"Mathematics Education","url":"https://www.academia.edu/Documents/in/Mathematics_Education"},{"id":7710,"name":"Biology","url":"https://www.academia.edu/Documents/in/Biology"},{"id":1278220,"name":"Likert Scale","url":"https://www.academia.edu/Documents/in/Likert_Scale"}],"urls":[{"id":26490484,"url":"https://journals.squ.edu.om/index.php/jeps/article/viewFile/3289/2695"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91807672"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/91807672/The_effect_of_insufficient_effort_responding_on_the_validity_of_student_evaluation_of_teaching"><img alt="Research paper thumbnail of The effect of insufficient effort responding on the validity of student evaluation of teaching" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91807672/The_effect_of_insufficient_effort_responding_on_the_validity_of_student_evaluation_of_teaching">The effect of insufficient effort responding on the validity of student evaluation of teaching</a></div><div class="wp-workCard_item"><span>Journal of Applied Research in Higher Education</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Purpose The purpose of this paper is to investigate the effect of insufficient effort responding ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Purpose The purpose of this paper is to investigate the effect of insufficient effort responding (IER) on construct validity of student evaluations of teaching (SET) in higher education. Design/methodology/approach A total of 13,340 SET surveys collected by a major Jordanian university to assess teaching effectiveness were analyzed in this study. The detection method was used to detect IER, and the construct (factorial) validity was assessed using confirmatory factor analysis (CFA) and principal component analysis (PCA) before and after removing detected IER. Findings The results of this study show that 2,160 SET surveys were flagged as insufficient effort responses out of 13,340 surveys. This figure represents 16.2 percent of the sample. Moreover, the results of CFA and PCA show that removing detected IER statistically enhanced the construct (factorial) validity of the SET survey. Research limitations/implications Since IER responses are often ignored by researchers and practitione...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91807672"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91807672"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91807672; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91807672]").text(description); $(".js-view-count[data-work-id=91807672]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91807672; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91807672']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91807672, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=91807672]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":91807672,"title":"The effect of insufficient effort responding on the validity of student evaluation of teaching","translated_title":"","metadata":{"abstract":"Purpose The purpose of this paper is to investigate the effect of insufficient effort responding (IER) on construct validity of student evaluations of teaching (SET) in higher education. Design/methodology/approach A total of 13,340 SET surveys collected by a major Jordanian university to assess teaching effectiveness were analyzed in this study. The detection method was used to detect IER, and the construct (factorial) validity was assessed using confirmatory factor analysis (CFA) and principal component analysis (PCA) before and after removing detected IER. Findings The results of this study show that 2,160 SET surveys were flagged as insufficient effort responses out of 13,340 surveys. This figure represents 16.2 percent of the sample. Moreover, the results of CFA and PCA show that removing detected IER statistically enhanced the construct (factorial) validity of the SET survey. Research limitations/implications Since IER responses are often ignored by researchers and practitione...","publisher":"Emerald","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"Journal of Applied Research in Higher Education"},"translated_abstract":"Purpose The purpose of this paper is to investigate the effect of insufficient effort responding (IER) on construct validity of student evaluations of teaching (SET) in higher education. Design/methodology/approach A total of 13,340 SET surveys collected by a major Jordanian university to assess teaching effectiveness were analyzed in this study. The detection method was used to detect IER, and the construct (factorial) validity was assessed using confirmatory factor analysis (CFA) and principal component analysis (PCA) before and after removing detected IER. Findings The results of this study show that 2,160 SET surveys were flagged as insufficient effort responses out of 13,340 surveys. This figure represents 16.2 percent of the sample. Moreover, the results of CFA and PCA show that removing detected IER statistically enhanced the construct (factorial) validity of the SET survey. Research limitations/implications Since IER responses are often ignored by researchers and practitione...","internal_url":"https://www.academia.edu/91807672/The_effect_of_insufficient_effort_responding_on_the_validity_of_student_evaluation_of_teaching","translated_internal_url":"","created_at":"2022-11-28T13:54:35.999-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":240105363,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"The_effect_of_insufficient_effort_responding_on_the_validity_of_student_evaluation_of_teaching","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":240105363,"first_name":"Mahmoud","middle_initials":null,"last_name":"Alquraan","page_name":"MahmoudAlquraan1","domain_name":"independent","created_at":"2022-10-12T20:47:07.136-07:00","display_name":"Mahmoud Alquraan","url":"https://independent.academia.edu/MahmoudAlquraan1"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":104428,"name":"Confirmatory factor analysis","url":"https://www.academia.edu/Documents/in/Confirmatory_factor_analysis"},{"id":104434,"name":"Construct Validity","url":"https://www.academia.edu/Documents/in/Construct_Validity"},{"id":129902,"name":"Originality","url":"https://www.academia.edu/Documents/in/Originality"}],"urls":[{"id":26490483,"url":"https://www.emeraldinsight.com/doi/full-xml/10.1108/JARHE-03-2018-0034"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91807671"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/91807671/FOLLOW_Intervention_Strategy_for_Children_with_Intellectual_Disabilities_Development_and_Effects"><img alt="Research paper thumbnail of FOLLOW Intervention Strategy for Children with Intellectual Disabilities: Development and Effects" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91807671/FOLLOW_Intervention_Strategy_for_Children_with_Intellectual_Disabilities_Development_and_Effects">FOLLOW Intervention Strategy for Children with Intellectual Disabilities: Development and Effects</a></div><div class="wp-workCard_item"><span>The International Journal of Pedagogy and Curriculum</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this research study we examined the development and effectiveness of an intervention strategy,...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this research study we examined the development and effectiveness of an intervention strategy, which was designed to improve intellectually disabled children’s behavior in social activities outside a facility center. Researchers engaged in several activities, beginning with development of the intervention strategy, and then moving to collection of baseline data from children and development of intervention strategy procedures. The procedures included: (1) intervention strategy duration; (2) teacher training sessions; and (3) applications. Findings in this research study demonstrated that the intervention strategy has the potential to help young and older children alike, and may ensure that intellectually disabled children increase participation in social networks in school and everyday life. Recommendations are offered for future research; it also is recommended that this intervention program be tested with other age groups and a larger sample of children with intellectual disabilities, such as pre-schoolers.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91807671"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91807671"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91807671; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91807671]").text(description); $(".js-view-count[data-work-id=91807671]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91807671; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91807671']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91807671, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=91807671]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":91807671,"title":"FOLLOW Intervention Strategy for Children with Intellectual Disabilities: Development and Effects","translated_title":"","metadata":{"abstract":"In this research study we examined the development and effectiveness of an intervention strategy, which was designed to improve intellectually disabled children’s behavior in social activities outside a facility center. Researchers engaged in several activities, beginning with development of the intervention strategy, and then moving to collection of baseline data from children and development of intervention strategy procedures. The procedures included: (1) intervention strategy duration; (2) teacher training sessions; and (3) applications. Findings in this research study demonstrated that the intervention strategy has the potential to help young and older children alike, and may ensure that intellectually disabled children increase participation in social networks in school and everyday life. Recommendations are offered for future research; it also is recommended that this intervention program be tested with other age groups and a larger sample of children with intellectual disabilities, such as pre-schoolers.","publisher":"Common Ground Research Networks","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"The International Journal of Pedagogy and Curriculum"},"translated_abstract":"In this research study we examined the development and effectiveness of an intervention strategy, which was designed to improve intellectually disabled children’s behavior in social activities outside a facility center. Researchers engaged in several activities, beginning with development of the intervention strategy, and then moving to collection of baseline data from children and development of intervention strategy procedures. The procedures included: (1) intervention strategy duration; (2) teacher training sessions; and (3) applications. Findings in this research study demonstrated that the intervention strategy has the potential to help young and older children alike, and may ensure that intellectually disabled children increase participation in social networks in school and everyday life. Recommendations are offered for future research; it also is recommended that this intervention program be tested with other age groups and a larger sample of children with intellectual disabilities, such as pre-schoolers.","internal_url":"https://www.academia.edu/91807671/FOLLOW_Intervention_Strategy_for_Children_with_Intellectual_Disabilities_Development_and_Effects","translated_internal_url":"","created_at":"2022-11-28T13:54:35.899-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":240105363,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"FOLLOW_Intervention_Strategy_for_Children_with_Intellectual_Disabilities_Development_and_Effects","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":240105363,"first_name":"Mahmoud","middle_initials":null,"last_name":"Alquraan","page_name":"MahmoudAlquraan1","domain_name":"independent","created_at":"2022-10-12T20:47:07.136-07:00","display_name":"Mahmoud Alquraan","url":"https://independent.academia.edu/MahmoudAlquraan1"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":508371,"name":"Curriculum and Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy"},{"id":805430,"name":"Guidance and Counseling Intervention Programs","url":"https://www.academia.edu/Documents/in/Guidance_and_Counseling_Intervention_Programs"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91807670"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/91807670/DIF_items_effects_on_Kuder_Richardson_20_formula_and_construct_validity_an_exploration_using_the_Mantel_Haenszel_method"><img alt="Research paper thumbnail of DIF items effects on Kuder-Richardson 20 formula and construct validity: an exploration using the Mantel-Haenszel method" class="work-thumbnail" src="https://attachments.academia-assets.com/94989590/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91807670/DIF_items_effects_on_Kuder_Richardson_20_formula_and_construct_validity_an_exploration_using_the_Mantel_Haenszel_method">DIF items effects on Kuder-Richardson 20 formula and construct validity: an exploration using the Mantel-Haenszel method</a></div><div class="wp-workCard_item"><span>International Journal of Quantitative Research in Education</span><span>, 2016</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="91d75bcfd7ab5db37446df3cf7c26ae4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":94989590,"asset_id":91807670,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/94989590/download_file?st=MTczMjQ3Nzg0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91807670"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91807670"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91807670; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91807668"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/91807668/Students_Perceptions_of_Assessment_Practices_in_higher_education_in_Jordan"><img alt="Research paper thumbnail of Students' Perceptions of *Assessment Practices in higher education in Jordan" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91807668/Students_Perceptions_of_Assessment_Practices_in_higher_education_in_Jordan">Students' Perceptions of *Assessment Practices in higher education in Jordan</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91807668"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91807668"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91807668; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91807667"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/91807667/Assessment_Practices_Used_in_Evaluating_Learning_Outcomes_in_Higher_Education_in_Jordan_as_Perceived_by_Students"><img alt="Research paper thumbnail of Assessment Practices Used in Evaluating Learning Outcomes in Higher Education in Jordan as Perceived by Students" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91807667/Assessment_Practices_Used_in_Evaluating_Learning_Outcomes_in_Higher_Education_in_Jordan_as_Perceived_by_Students">Assessment Practices Used in Evaluating Learning Outcomes in Higher Education in Jordan as Perceived by Students</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The study aims at investigating students’ point of views of assessment practices in higher educat...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The study aims at investigating students’ point of views of assessment practices in higher education in Jordan among student level, college, and grading system (Letters and Numbers). Data collected from 924 students from four public universities using 30 item likert scale. The results show that professors from students point of views still focusing on Expectation and Communicating Assessment Practices and Organizational Assessment Practices while they are not focusing on the New/Modern Assessment Methods and Traditional Assessment Methods practices. The results also show that there is an interaction between student level and college on students point of views about the assessment practices used in assessing students learning outcomes, and an interaction between grading system (numbers and letters) and college on students point of views of traditional assessment methods subscale.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91807667"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91807667"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91807667; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91807667]").text(description); $(".js-view-count[data-work-id=91807667]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91807667; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91807667']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91807667, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=91807667]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":91807667,"title":"Assessment Practices Used in Evaluating Learning Outcomes in Higher Education in Jordan as Perceived by Students","translated_title":"","metadata":{"abstract":"The study aims at investigating students’ point of views of assessment practices in higher education in Jordan among student level, college, and grading system (Letters and Numbers). Data collected from 924 students from four public universities using 30 item likert scale. The results show that professors from students point of views still focusing on Expectation and Communicating Assessment Practices and Organizational Assessment Practices while they are not focusing on the New/Modern Assessment Methods and Traditional Assessment Methods practices. The results also show that there is an interaction between student level and college on students point of views about the assessment practices used in assessing students learning outcomes, and an interaction between grading system (numbers and letters) and college on students point of views of traditional assessment methods subscale."},"translated_abstract":"The study aims at investigating students’ point of views of assessment practices in higher education in Jordan among student level, college, and grading system (Letters and Numbers). Data collected from 924 students from four public universities using 30 item likert scale. The results show that professors from students point of views still focusing on Expectation and Communicating Assessment Practices and Organizational Assessment Practices while they are not focusing on the New/Modern Assessment Methods and Traditional Assessment Methods practices. The results also show that there is an interaction between student level and college on students point of views about the assessment practices used in assessing students learning outcomes, and an interaction between grading system (numbers and letters) and college on students point of views of traditional assessment methods subscale.","internal_url":"https://www.academia.edu/91807667/Assessment_Practices_Used_in_Evaluating_Learning_Outcomes_in_Higher_Education_in_Jordan_as_Perceived_by_Students","translated_internal_url":"","created_at":"2022-11-28T13:54:35.549-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":240105363,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Assessment_Practices_Used_in_Evaluating_Learning_Outcomes_in_Higher_Education_in_Jordan_as_Perceived_by_Students","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":240105363,"first_name":"Mahmoud","middle_initials":null,"last_name":"Alquraan","page_name":"MahmoudAlquraan1","domain_name":"independent","created_at":"2022-10-12T20:47:07.136-07:00","display_name":"Mahmoud Alquraan","url":"https://independent.academia.edu/MahmoudAlquraan1"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91807666"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/91807666/Oral_and_Written_Feedback_and_Their_Relationship_with_Using_Different_Assessment_Methods_in_Higher_Education"><img alt="Research paper thumbnail of Oral and Written Feedback and Their Relationship with Using Different Assessment Methods in Higher Education" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91807666/Oral_and_Written_Feedback_and_Their_Relationship_with_Using_Different_Assessment_Methods_in_Higher_Education">Oral and Written Feedback and Their Relationship with Using Different Assessment Methods in Higher Education</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study investigates the relationship between assessment methods and the provided feedback (Or...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study investigates the relationship between assessment methods and the provided feedback (Oral and Written). The data have been collected from (714) undergraduate students from four public universities in Jordan using 16 rating scale items (Strongly agree to strongly disagree). Findings show that using different assessment methods results much more oral and written feedback. That is; professors who use different assessment methods to assess their students learning outcomes provide their students with more oral and written feedback. Also, the results show that the relationship between using different assessment methods and the level of the provided oral and written feedback is the same in both humanity and scientific colleges. Based on these results, the study recommends that higher education institutes should encourage professors to use different assessment methods, and to use different types of feedback.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91807666"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91807666"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91807666; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91807666]").text(description); $(".js-view-count[data-work-id=91807666]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91807666; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91807666']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91807666, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=91807666]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":91807666,"title":"Oral and Written Feedback and Their Relationship with Using Different Assessment Methods in Higher Education","translated_title":"","metadata":{"abstract":"This study investigates the relationship between assessment methods and the provided feedback (Oral and Written). The data have been collected from (714) undergraduate students from four public universities in Jordan using 16 rating scale items (Strongly agree to strongly disagree). Findings show that using different assessment methods results much more oral and written feedback. That is; professors who use different assessment methods to assess their students learning outcomes provide their students with more oral and written feedback. Also, the results show that the relationship between using different assessment methods and the level of the provided oral and written feedback is the same in both humanity and scientific colleges. Based on these results, the study recommends that higher education institutes should encourage professors to use different assessment methods, and to use different types of feedback."},"translated_abstract":"This study investigates the relationship between assessment methods and the provided feedback (Oral and Written). The data have been collected from (714) undergraduate students from four public universities in Jordan using 16 rating scale items (Strongly agree to strongly disagree). Findings show that using different assessment methods results much more oral and written feedback. That is; professors who use different assessment methods to assess their students learning outcomes provide their students with more oral and written feedback. Also, the results show that the relationship between using different assessment methods and the level of the provided oral and written feedback is the same in both humanity and scientific colleges. Based on these results, the study recommends that higher education institutes should encourage professors to use different assessment methods, and to use different types of feedback.","internal_url":"https://www.academia.edu/91807666/Oral_and_Written_Feedback_and_Their_Relationship_with_Using_Different_Assessment_Methods_in_Higher_Education","translated_internal_url":"","created_at":"2022-11-28T13:54:35.464-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":240105363,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Oral_and_Written_Feedback_and_Their_Relationship_with_Using_Different_Assessment_Methods_in_Higher_Education","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":240105363,"first_name":"Mahmoud","middle_initials":null,"last_name":"Alquraan","page_name":"MahmoudAlquraan1","domain_name":"independent","created_at":"2022-10-12T20:47:07.136-07:00","display_name":"Mahmoud Alquraan","url":"https://independent.academia.edu/MahmoudAlquraan1"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":1983,"name":"Peer Assessment","url":"https://www.academia.edu/Documents/in/Peer_Assessment"},{"id":4414,"name":"Formative Assessment","url":"https://www.academia.edu/Documents/in/Formative_Assessment"},{"id":33310,"name":"Authentic Assessment","url":"https://www.academia.edu/Documents/in/Authentic_Assessment"},{"id":55574,"name":"Alternative Assessment","url":"https://www.academia.edu/Documents/in/Alternative_Assessment"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91807665"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/91807665/The_Use_of_Assessment_for_Learning_in_Higher_Education_Do_Assessment_Methods_and_College_make_differences"><img alt="Research paper thumbnail of The Use of Assessment for Learning in Higher Education: Do Assessment Methods and College make differences?" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91807665/The_Use_of_Assessment_for_Learning_in_Higher_Education_Do_Assessment_Methods_and_College_make_differences">The Use of Assessment for Learning in Higher Education: Do Assessment Methods and College make differences?</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study investigates the use of assessment for learning in higher education and its relationsh...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study investigates the use of assessment for learning in higher education and its relationship with the variety level of assessment methods and college. The Faculty Assessment Practices Inventory (FAPI) developed by Alquraan and Casebeer (2010) was distributed to 666 students from three different public universities in Jordan. The results show that the use of assessment for learning in higher education is Moderate, and using a variety level of assessment methods in higher education is highly connected to the use of assessment for learning where using different assessment methods to assess learning leads to better use of assessment for learning. The study recommends higher education institutes in Jordan to change their regulations regarding the testing process and methods of assessing students learning outcomes.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91807665"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91807665"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91807665; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91807665]").text(description); $(".js-view-count[data-work-id=91807665]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91807665; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91807665']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91807665, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=91807665]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":91807665,"title":"The Use of Assessment for Learning in Higher Education: Do Assessment Methods and College make differences?","translated_title":"","metadata":{"abstract":"This study investigates the use of assessment for learning in higher education and its relationship with the variety level of assessment methods and college. The Faculty Assessment Practices Inventory (FAPI) developed by Alquraan and Casebeer (2010) was distributed to 666 students from three different public universities in Jordan. The results show that the use of assessment for learning in higher education is Moderate, and using a variety level of assessment methods in higher education is highly connected to the use of assessment for learning where using different assessment methods to assess learning leads to better use of assessment for learning. The study recommends higher education institutes in Jordan to change their regulations regarding the testing process and methods of assessing students learning outcomes."},"translated_abstract":"This study investigates the use of assessment for learning in higher education and its relationship with the variety level of assessment methods and college. The Faculty Assessment Practices Inventory (FAPI) developed by Alquraan and Casebeer (2010) was distributed to 666 students from three different public universities in Jordan. The results show that the use of assessment for learning in higher education is Moderate, and using a variety level of assessment methods in higher education is highly connected to the use of assessment for learning where using different assessment methods to assess learning leads to better use of assessment for learning. The study recommends higher education institutes in Jordan to change their regulations regarding the testing process and methods of assessing students learning outcomes.","internal_url":"https://www.academia.edu/91807665/The_Use_of_Assessment_for_Learning_in_Higher_Education_Do_Assessment_Methods_and_College_make_differences","translated_internal_url":"","created_at":"2022-11-28T13:54:35.390-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":240105363,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"The_Use_of_Assessment_for_Learning_in_Higher_Education_Do_Assessment_Methods_and_College_make_differences","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":240105363,"first_name":"Mahmoud","middle_initials":null,"last_name":"Alquraan","page_name":"MahmoudAlquraan1","domain_name":"independent","created_at":"2022-10-12T20:47:07.136-07:00","display_name":"Mahmoud Alquraan","url":"https://independent.academia.edu/MahmoudAlquraan1"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91807664"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/91807664/A_cross_cultural_study_of_students_perceptions_of_assessment_practices_in_higher_education"><img alt="Research paper thumbnail of A cross-cultural study of students’ perceptions of assessment practices in higher education" class="work-thumbnail" src="https://attachments.academia-assets.com/94989585/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91807664/A_cross_cultural_study_of_students_perceptions_of_assessment_practices_in_higher_education">A cross-cultural study of students’ perceptions of assessment practices in higher education</a></div><div class="wp-workCard_item"><span>Education, Business and Society: Contemporary Middle Eastern Issues</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Purpose – This study aims to utilized the item response theory (IRT) rating scale model to analyz...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Purpose – This study aims to utilized the item response theory (IRT) rating scale model to analyze students’ perceptions of assessment practices in two universities: one in Jordan and the other in the USA. The sample of the study consisted of 506 university students selected from both universities. Results show that the two universities still focus on paper-pencil testing to assess students’ learning outcomes. The study recommends that higher education institutes should encourage their teachers to use different assessment methods to assess students’ learning outcomes. Design/methodology/approach – The convenience sample consisted of 506 selected university students from the USA and Jordan, and participants were distributed according to their educational levels, thus: 83 freshmen, 139 sophomores, 157 juniors and 59 seniors. (Note: some students from both universities did not report their gender and/or their educational level). The USA university sample consisted of 219 students from ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3c92a6af4fe06dae404392116eea638e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":94989585,"asset_id":91807664,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/94989585/download_file?st=MTczMjQ3Nzg0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91807664"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91807664"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91807664; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91807664]").text(description); $(".js-view-count[data-work-id=91807664]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91807664; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91807664']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91807664, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3c92a6af4fe06dae404392116eea638e" } } $('.js-work-strip[data-work-id=91807664]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":91807664,"title":"A cross-cultural study of students’ perceptions of assessment practices in higher education","translated_title":"","metadata":{"abstract":"Purpose – This study aims to utilized the item response theory (IRT) rating scale model to analyze students’ perceptions of assessment practices in two universities: one in Jordan and the other in the USA. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91807662"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/91807662/Methods_of_assessing_students_learning_in_higher_education"><img alt="Research paper thumbnail of Methods of assessing students' learning in higher education" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91807662/Methods_of_assessing_students_learning_in_higher_education">Methods of assessing students' learning in higher education</a></div><div class="wp-workCard_item"><span>Education, Business and Society: Contemporary Middle Eastern Issues</span><span>, 2012</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">PurposeThe purpose of this paper is to explore the assessment methods used in higher education to...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">PurposeThe purpose of this paper is to explore the assessment methods used in higher education to assess students&#39; learning, and to investigate the effects of college and grading system on the used assessment methods.Design/methodology/approachThis descriptive study investigates the assessment methods used by teachers in higher education to assess their students&#39; learning outcomes. An instrument consisting of 15 items (each item is an assessment method) was distributed to 736 undergraduate students from four public universities in Jordan.FindingsFindings show that traditional paper‐pencil test is the most common method that is used to assess learning in higher education. Results also show that teachers in colleges of science and engineering and colleges of nursing use different assessment methods to assess learning, besides traditional testing such as: real life tasks (authentic assessment), papers, and projects. Also, the results show that teachers use the same assessment m...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91807662"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91807662"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91807662; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91807662]").text(description); $(".js-view-count[data-work-id=91807662]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91807662; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91807662']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91807662, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=91807662]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":91807662,"title":"Methods of assessing students' learning in higher education","translated_title":"","metadata":{"abstract":"PurposeThe purpose of this paper is to explore the assessment methods used in higher education to assess students\u0026#39; learning, and to investigate the effects of college and grading system on the used assessment methods.Design/methodology/approachThis descriptive study investigates the assessment methods used by teachers in higher education to assess their students\u0026#39; learning outcomes. 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Translation‐back‐translation, classical test theory, IRT Rasch model, and confirmatory factor analysis procedures were used to evaluate the psychometric properties of a Jordanian version of the MIA (MIA‐Jo).FindingsThe results of these analyses show that 76 items (out of 108 original MIA items) provide sufficient evidence in support of the reliability and validity of the MIA‐Jo. The results also show that the MIA‐Jo has the same structure or subscales as the original MIA.Research limitations/implicationsThe sample for this study consisted of 656 students randomly selected from Yarmouk University‐Jordan. Therefore, the study recommends the necessity to conduct more research on ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91807661"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91807661"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91807661; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91807661]").text(description); $(".js-view-count[data-work-id=91807661]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91807661; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91807661']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91807661, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=91807661]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":91807661,"title":"Psychometric revision of a Jordanian version of the metamemory in adulthood questionnaire (MIA)","translated_title":"","metadata":{"abstract":"PurposeThe purpose of this paper is to investigate the psychometric properties of a Jordanian version of the Metamemory in Adulthood (MIA) questionnaire of Dixon, Hultsch and Hertzog.Design/methodology/approachThe sample for this study consisted of 656 students randomly selected from Yarmouk University‐Jordan. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91807581"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/91807581/The_impact_of_employing_technology_in_teaching_a_mathematics_course"><img alt="Research paper thumbnail of The impact of employing technology in teaching a mathematics course" class="work-thumbnail" src="https://attachments.academia-assets.com/94989538/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91807581/The_impact_of_employing_technology_in_teaching_a_mathematics_course">The impact of employing technology in teaching a mathematics course</a></div><div class="wp-workCard_item"><span>International Journal of Innovation and Learning</span><span>, 2010</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b283c8e484efc96e06e453584a7a92f2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":94989538,"asset_id":91807581,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/94989538/download_file?st=MTczMjQ3Nzg0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91807581"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91807581"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91807581; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91807676"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/91807676/Differential_Item_Functioning_in_Students_Rating_of_Teaching_Effectiveness_Surveys_in_Higher_Education_According_to_Academic_Disciplines_Data_from_a_Saudi_University"><img alt="Research paper thumbnail of Differential Item Functioning in Students Rating of Teaching Effectiveness Surveys in Higher Education According to Academic Disciplines: Data from a Saudi University" class="work-thumbnail" src="https://attachments.academia-assets.com/94989562/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91807676/Differential_Item_Functioning_in_Students_Rating_of_Teaching_Effectiveness_Surveys_in_Higher_Education_According_to_Academic_Disciplines_Data_from_a_Saudi_University">Differential Item Functioning in Students Rating of Teaching Effectiveness Surveys in Higher Education According to Academic Disciplines: Data from a Saudi University</a></div><div class="wp-workCard_item"><span>Journal of Educational and Psychological Studies [JEPS]</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study explored academic discipline as a source of differential item functioning(DIF) in stud...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study explored academic discipline as a source of differential item functioning(DIF) in students’ rating of teaching quality and effectiveness at higher education institutions. Data utilized in this study was collected by Imam Abudalruman Bin Faisal University - KSA. The total number of surveys analyzed for the purpose of this study is 36459 from three colleges: Education, Health, and Engineering. Using Extended Rasch model (Rating Scale Model), the results show that the instrument contains four DIF items. The content of these four items confirm the possibility of considering discipline as a source of DIF items in students evaluation of teaching in higher education. 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Moreover, the results of the current study show that removing DIF items from the instrument increases construct validity.","publisher":"Sultan Qaboos University","publication_date":{"day":null,"month":null,"year":2017,"errors":{}},"publication_name":"Journal of Educational and Psychological Studies [JEPS]"},"translated_abstract":"This study explored academic discipline as a source of differential item functioning(DIF) in students’ rating of teaching quality and effectiveness at higher education institutions. Data utilized in this study was collected by Imam Abudalruman Bin Faisal University - KSA. The total number of surveys analyzed for the purpose of this study is 36459 from three colleges: Education, Health, and Engineering. Using Extended Rasch model (Rating Scale Model), the results show that the instrument contains four DIF items. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91807674"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/91807674/Psychometric_Properties_and_Differential_Item_Functioning_of_a_Web_Based_Assessment_of_Children_s_Emotion_Recognition_Skill"><img alt="Research paper thumbnail of Psychometric Properties and Differential Item Functioning of a Web-Based Assessment of Children’s Emotion Recognition Skill" class="work-thumbnail" src="https://attachments.academia-assets.com/94989592/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91807674/Psychometric_Properties_and_Differential_Item_Functioning_of_a_Web_Based_Assessment_of_Children_s_Emotion_Recognition_Skill">Psychometric Properties and Differential Item Functioning of a Web-Based Assessment of Children’s Emotion Recognition Skill</a></div><div class="wp-workCard_item"><span>Journal of Psychoeducational Assessment</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Emotion recognition (ER) involves understanding what others are feeling by interpreting nonverbal...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Emotion recognition (ER) involves understanding what others are feeling by interpreting nonverbal behavior, including facial expressions. The purpose of this study is to evaluate the psychometric properties of a web-based social ER assessment designed for children in kindergarten through third grade. Data were collected from two separate samples of children. The first sample included 3,224 children and the second sample included 4,419 children. Data were calibrated using Rasch dichotomous model. Differential item and test functioning were also evaluated across gender and ethnicity. Across both samples, we found consistent item fit, unidimensional item structure, and adequate item targeting. Analyses of differential item functioning (DIF) found six out of 111 items displaying DIF across gender and no items demonstrating DIF across ethnicity. The analyses of person measure calibrations with and without DIF items yielded no evidence of differential test functioning (DTF) across gender ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6732a161aa8f3661eea46de0748b803b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":94989592,"asset_id":91807674,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/94989592/download_file?st=MTczMjQ3Nzg0MCw4LjIyMi4yMDguMTQ2&st=MTczMjQ3NzgzOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91807674"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91807674"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91807674; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91807674]").text(description); $(".js-view-count[data-work-id=91807674]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91807674; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91807674']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91807674, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "6732a161aa8f3661eea46de0748b803b" } } $('.js-work-strip[data-work-id=91807674]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":91807674,"title":"Psychometric Properties and Differential Item Functioning of a Web-Based Assessment of Children’s Emotion Recognition Skill","translated_title":"","metadata":{"abstract":"Emotion recognition (ER) involves understanding what others are feeling by interpreting nonverbal behavior, including facial expressions. The purpose of this study is to evaluate the psychometric properties of a web-based social ER assessment designed for children in kindergarten through third grade. Data were collected from two separate samples of children. The first sample included 3,224 children and the second sample included 4,419 children. Data were calibrated using Rasch dichotomous model. Differential item and test functioning were also evaluated across gender and ethnicity. Across both samples, we found consistent item fit, unidimensional item structure, and adequate item targeting. Analyses of differential item functioning (DIF) found six out of 111 items displaying DIF across gender and no items demonstrating DIF across ethnicity. The analyses of person measure calibrations with and without DIF items yielded no evidence of differential test functioning (DTF) across gender ...","publisher":"SAGE Publications","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"Journal of Psychoeducational Assessment"},"translated_abstract":"Emotion recognition (ER) involves understanding what others are feeling by interpreting nonverbal behavior, including facial expressions. The purpose of this study is to evaluate the psychometric properties of a web-based social ER assessment designed for children in kindergarten through third grade. Data were collected from two separate samples of children. The first sample included 3,224 children and the second sample included 4,419 children. Data were calibrated using Rasch dichotomous model. Differential item and test functioning were also evaluated across gender and ethnicity. Across both samples, we found consistent item fit, unidimensional item structure, and adequate item targeting. Analyses of differential item functioning (DIF) found six out of 111 items displaying DIF across gender and no items demonstrating DIF across ethnicity. The analyses of person measure calibrations with and without DIF items yielded no evidence of differential test functioning (DTF) across gender ...","internal_url":"https://www.academia.edu/91807674/Psychometric_Properties_and_Differential_Item_Functioning_of_a_Web_Based_Assessment_of_Children_s_Emotion_Recognition_Skill","translated_internal_url":"","created_at":"2022-11-28T13:54:36.279-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":240105363,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":94989592,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/94989592/thumbnails/1.jpg","file_name":"073428291988191920221128-1-1ll9otw.pdf","download_url":"https://www.academia.edu/attachments/94989592/download_file?st=MTczMjQ3Nzg0MCw4LjIyMi4yMDguMTQ2&st=MTczMjQ3NzgzOSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Psychometric_Properties_and_Differential.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/94989592/073428291988191920221128-1-1ll9otw-libre.pdf?1669673834=\u0026response-content-disposition=attachment%3B+filename%3DPsychometric_Properties_and_Differential.pdf\u0026Expires=1732481439\u0026Signature=B6HIE-OwFcx2kXSnh4VLJ~Qk9G3Drie3RlVfcGsANdWu4e~s32HH4ctaGskrAZZAJQNDxrPQTIS~iqZbpBwP4fs38~jF9CFRczXp6eaaVE~Q1Hry1jfRxD~qJFVnt4aaGokWvRvNWhhJrSDn78MgsFFsKJQ~GQEGq4aWOnRGNlWNv31yB2L4s0EXX~m2hCTydc1O3Ep0xe-k5itJb~H34mBM0nFGbtusO36A7arbdboxx11NmFur7Kj2z8~EnOG4OJHmItPEWdL5RGQyoSnIgPIqhDSdbZE-5Aqy5olbpBrWi1Il0eZKKBe~ZjI8ddFLRD1dvi7t3CU6ZXY3jpiZjg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Psychometric_Properties_and_Differential_Item_Functioning_of_a_Web_Based_Assessment_of_Children_s_Emotion_Recognition_Skill","translated_slug":"","page_count":15,"language":"en","content_type":"Work","owner":{"id":240105363,"first_name":"Mahmoud","middle_initials":null,"last_name":"Alquraan","page_name":"MahmoudAlquraan1","domain_name":"independent","created_at":"2022-10-12T20:47:07.136-07:00","display_name":"Mahmoud Alquraan","url":"https://independent.academia.edu/MahmoudAlquraan1"},"attachments":[{"id":94989592,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/94989592/thumbnails/1.jpg","file_name":"073428291988191920221128-1-1ll9otw.pdf","download_url":"https://www.academia.edu/attachments/94989592/download_file?st=MTczMjQ3Nzg0MCw4LjIyMi4yMDguMTQ2&st=MTczMjQ3NzgzOSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Psychometric_Properties_and_Differential.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/94989592/073428291988191920221128-1-1ll9otw-libre.pdf?1669673834=\u0026response-content-disposition=attachment%3B+filename%3DPsychometric_Properties_and_Differential.pdf\u0026Expires=1732481439\u0026Signature=B6HIE-OwFcx2kXSnh4VLJ~Qk9G3Drie3RlVfcGsANdWu4e~s32HH4ctaGskrAZZAJQNDxrPQTIS~iqZbpBwP4fs38~jF9CFRczXp6eaaVE~Q1Hry1jfRxD~qJFVnt4aaGokWvRvNWhhJrSDn78MgsFFsKJQ~GQEGq4aWOnRGNlWNv31yB2L4s0EXX~m2hCTydc1O3Ep0xe-k5itJb~H34mBM0nFGbtusO36A7arbdboxx11NmFur7Kj2z8~EnOG4OJHmItPEWdL5RGQyoSnIgPIqhDSdbZE-5Aqy5olbpBrWi1Il0eZKKBe~ZjI8ddFLRD1dvi7t3CU6ZXY3jpiZjg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":252,"name":"Developmental Psychology","url":"https://www.academia.edu/Documents/in/Developmental_Psychology"},{"id":4887,"name":"Item Response Theory","url":"https://www.academia.edu/Documents/in/Item_Response_Theory"},{"id":67200,"name":"Differential Item Functioning","url":"https://www.academia.edu/Documents/in/Differential_Item_Functioning"},{"id":105028,"name":"Measurement Invariance","url":"https://www.academia.edu/Documents/in/Measurement_Invariance"},{"id":508371,"name":"Curriculum and Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy"},{"id":517529,"name":"Rasch Model","url":"https://www.academia.edu/Documents/in/Rasch_Model"},{"id":701627,"name":"Psychoeducational Assessment","url":"https://www.academia.edu/Documents/in/Psychoeducational_Assessment"}],"urls":[{"id":26490485,"url":"http://journals.sagepub.com/doi/pdf/10.1177/0734282919881919"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91807673"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/91807673/Math_and_Science_Post_basic_Education_School_Teachers_Use_of_As_sessment_for_Learning_and_Assessment_of_Learning_Practices_in_Oman"><img alt="Research paper thumbnail of Math and Science Post-basic Education School Teachers’ Use of As-sessment for Learning and Assessment of Learning Practices in Oman" class="work-thumbnail" src="https://attachments.academia-assets.com/94989559/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91807673/Math_and_Science_Post_basic_Education_School_Teachers_Use_of_As_sessment_for_Learning_and_Assessment_of_Learning_Practices_in_Oman">Math and Science Post-basic Education School Teachers’ Use of As-sessment for Learning and Assessment of Learning Practices in Oman</a></div><div class="wp-workCard_item"><span>Journal of Educational and Psychological Studies [JEPS]</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The present study aimed at investigating math and science post-basic education school teachers’ u...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The present study aimed at investigating math and science post-basic education school teachers’ use of Assessment for Learning (AfL) and Assessment of Learning (AoL) Practices in Oman from teachers’ points of view and as perceived by their educational supervisors. To achieve the objectives of this study, a 31-item of Likert type questionnaire was used. The questionnaire was divided into two subscales. The first subscale contains 12 AoL practices while the second one contains 19 AfL practices. The questionnaire was distributed to 288 math, biology, physics, and chemistry teachers and to 78 math and science educational supervisors. The results show that math and science teachers use AoL practices more than their use of AfL practices from their points of view and based on their educational supervisors perceptions. The study recommends math and science teachers balance between the use of AoL and AfL practices.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="47e020eabc9865c5d69e76db1a0afa98" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":94989559,"asset_id":91807673,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/94989559/download_file?st=MTczMjQ3Nzg0MCw4LjIyMi4yMDguMTQ2&st=MTczMjQ3Nzg0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91807673"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91807673"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91807673; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91807673]").text(description); $(".js-view-count[data-work-id=91807673]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91807673; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91807673']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91807673, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "47e020eabc9865c5d69e76db1a0afa98" } } $('.js-work-strip[data-work-id=91807673]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":91807673,"title":"Math and Science Post-basic Education School Teachers’ Use of As-sessment for Learning and Assessment of Learning Practices in Oman","translated_title":"","metadata":{"abstract":"The present study aimed at investigating math and science post-basic education school teachers’ use of Assessment for Learning (AfL) and Assessment of Learning (AoL) Practices in Oman from teachers’ points of view and as perceived by their educational supervisors. 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The study recommends math and science teachers balance between the use of AoL and AfL practices.","publisher":"SciTech Solutions","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"Journal of Educational and Psychological Studies [JEPS]"},"translated_abstract":"The present study aimed at investigating math and science post-basic education school teachers’ use of Assessment for Learning (AfL) and Assessment of Learning (AoL) Practices in Oman from teachers’ points of view and as perceived by their educational supervisors. To achieve the objectives of this study, a 31-item of Likert type questionnaire was used. The questionnaire was divided into two subscales. The first subscale contains 12 AoL practices while the second one contains 19 AfL practices. The questionnaire was distributed to 288 math, biology, physics, and chemistry teachers and to 78 math and science educational supervisors. The results show that math and science teachers use AoL practices more than their use of AfL practices from their points of view and based on their educational supervisors perceptions. The study recommends math and science teachers balance between the use of AoL and AfL practices.","internal_url":"https://www.academia.edu/91807673/Math_and_Science_Post_basic_Education_School_Teachers_Use_of_As_sessment_for_Learning_and_Assessment_of_Learning_Practices_in_Oman","translated_internal_url":"","created_at":"2022-11-28T13:54:36.151-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":240105363,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":94989559,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/94989559/thumbnails/1.jpg","file_name":"2695.pdf","download_url":"https://www.academia.edu/attachments/94989559/download_file?st=MTczMjQ3Nzg0MCw4LjIyMi4yMDguMTQ2&st=MTczMjQ3Nzg0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Math_and_Science_Post_basic_Education_Sc.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/94989559/2695-libre.pdf?1669673840=\u0026response-content-disposition=attachment%3B+filename%3DMath_and_Science_Post_basic_Education_Sc.pdf\u0026Expires=1732481439\u0026Signature=ALY4ASxO4fHh9YqcN-uDcm31QcVg~t2wOBD2exNYFIzfH9d24pxPtNVo8ift~I7UCzvjy9heR~IkMpOGAB0PMLEZVndOnFWcHcbYATWJ-eqjqX4LelQlwITmKpkGFV2j5l9jCGWEQ7eGEzE0I701TuxTD120Z2aFIaQxPjBuk0eEusLJFltkpg6GoEWSkjg5B-7-58Vy1sOpgMPb99QWWVOkuQJU32qFMOCJYmTr1hw00cqoKdyIN0HcFTv5nroCXgxj-C5bXWhscVdaLpxpLH8pk71CgHiRQsA4yLEifh6Msib3vouKrRMi1pySvkhPNqgiQp4-Jmg6Js32vsaELQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Math_and_Science_Post_basic_Education_School_Teachers_Use_of_As_sessment_for_Learning_and_Assessment_of_Learning_Practices_in_Oman","translated_slug":"","page_count":13,"language":"en","content_type":"Work","owner":{"id":240105363,"first_name":"Mahmoud","middle_initials":null,"last_name":"Alquraan","page_name":"MahmoudAlquraan1","domain_name":"independent","created_at":"2022-10-12T20:47:07.136-07:00","display_name":"Mahmoud Alquraan","url":"https://independent.academia.edu/MahmoudAlquraan1"},"attachments":[{"id":94989559,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/94989559/thumbnails/1.jpg","file_name":"2695.pdf","download_url":"https://www.academia.edu/attachments/94989559/download_file?st=MTczMjQ3Nzg0MCw4LjIyMi4yMDguMTQ2&st=MTczMjQ3Nzg0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Math_and_Science_Post_basic_Education_Sc.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/94989559/2695-libre.pdf?1669673840=\u0026response-content-disposition=attachment%3B+filename%3DMath_and_Science_Post_basic_Education_Sc.pdf\u0026Expires=1732481439\u0026Signature=ALY4ASxO4fHh9YqcN-uDcm31QcVg~t2wOBD2exNYFIzfH9d24pxPtNVo8ift~I7UCzvjy9heR~IkMpOGAB0PMLEZVndOnFWcHcbYATWJ-eqjqX4LelQlwITmKpkGFV2j5l9jCGWEQ7eGEzE0I701TuxTD120Z2aFIaQxPjBuk0eEusLJFltkpg6GoEWSkjg5B-7-58Vy1sOpgMPb99QWWVOkuQJU32qFMOCJYmTr1hw00cqoKdyIN0HcFTv5nroCXgxj-C5bXWhscVdaLpxpLH8pk71CgHiRQsA4yLEifh6Msib3vouKrRMi1pySvkhPNqgiQp4-Jmg6Js32vsaELQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":94989560,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/94989560/thumbnails/1.jpg","file_name":"2695.pdf","download_url":"https://www.academia.edu/attachments/94989560/download_file","bulk_download_file_name":"Math_and_Science_Post_basic_Education_Sc.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/94989560/2695-libre.pdf?1669673850=\u0026response-content-disposition=attachment%3B+filename%3DMath_and_Science_Post_basic_Education_Sc.pdf\u0026Expires=1732481440\u0026Signature=QE2Zd9~-UGCKP~Ow1qLHBN9-SRIdAvOIRWhexwFZpkW68OdOiF66XFLLvE7kafsaDhv~sy9B2jiHtiyXzPwp74wp~SPIjVVATAWV4c~-lCULNhBBiN899NbipOtGLFkqTx68xc63MhC24kbSaDy5s384ySIkD6kIizPguRY8IEaCl-9WqoTNo8eg7ODcu-AZPhCTkqt4J7IFhsdsgOGOkJXzKM-PMbXselHtdFKgqW71Hr8yTcG24nYJ9gb~llDBcQFLaFY2NqL760l4HLlKmkz3aUlrXgSX1Xf5smRnkSvKhDezPSb0SkTTbxzw844N3xIzMyXzmVdtz0ZxbucXqg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":300,"name":"Mathematics","url":"https://www.academia.edu/Documents/in/Mathematics"},{"id":867,"name":"Perception","url":"https://www.academia.edu/Documents/in/Perception"},{"id":2731,"name":"Mathematics Education","url":"https://www.academia.edu/Documents/in/Mathematics_Education"},{"id":7710,"name":"Biology","url":"https://www.academia.edu/Documents/in/Biology"},{"id":1278220,"name":"Likert Scale","url":"https://www.academia.edu/Documents/in/Likert_Scale"}],"urls":[{"id":26490484,"url":"https://journals.squ.edu.om/index.php/jeps/article/viewFile/3289/2695"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91807672"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/91807672/The_effect_of_insufficient_effort_responding_on_the_validity_of_student_evaluation_of_teaching"><img alt="Research paper thumbnail of The effect of insufficient effort responding on the validity of student evaluation of teaching" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91807672/The_effect_of_insufficient_effort_responding_on_the_validity_of_student_evaluation_of_teaching">The effect of insufficient effort responding on the validity of student evaluation of teaching</a></div><div class="wp-workCard_item"><span>Journal of Applied Research in Higher Education</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Purpose The purpose of this paper is to investigate the effect of insufficient effort responding ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Purpose The purpose of this paper is to investigate the effect of insufficient effort responding (IER) on construct validity of student evaluations of teaching (SET) in higher education. Design/methodology/approach A total of 13,340 SET surveys collected by a major Jordanian university to assess teaching effectiveness were analyzed in this study. The detection method was used to detect IER, and the construct (factorial) validity was assessed using confirmatory factor analysis (CFA) and principal component analysis (PCA) before and after removing detected IER. Findings The results of this study show that 2,160 SET surveys were flagged as insufficient effort responses out of 13,340 surveys. This figure represents 16.2 percent of the sample. Moreover, the results of CFA and PCA show that removing detected IER statistically enhanced the construct (factorial) validity of the SET survey. Research limitations/implications Since IER responses are often ignored by researchers and practitione...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91807672"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91807672"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91807672; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91807672]").text(description); $(".js-view-count[data-work-id=91807672]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91807672; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91807672']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91807672, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=91807672]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":91807672,"title":"The effect of insufficient effort responding on the validity of student evaluation of teaching","translated_title":"","metadata":{"abstract":"Purpose The purpose of this paper is to investigate the effect of insufficient effort responding (IER) on construct validity of student evaluations of teaching (SET) in higher education. Design/methodology/approach A total of 13,340 SET surveys collected by a major Jordanian university to assess teaching effectiveness were analyzed in this study. The detection method was used to detect IER, and the construct (factorial) validity was assessed using confirmatory factor analysis (CFA) and principal component analysis (PCA) before and after removing detected IER. Findings The results of this study show that 2,160 SET surveys were flagged as insufficient effort responses out of 13,340 surveys. This figure represents 16.2 percent of the sample. Moreover, the results of CFA and PCA show that removing detected IER statistically enhanced the construct (factorial) validity of the SET survey. Research limitations/implications Since IER responses are often ignored by researchers and practitione...","publisher":"Emerald","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"Journal of Applied Research in Higher Education"},"translated_abstract":"Purpose The purpose of this paper is to investigate the effect of insufficient effort responding (IER) on construct validity of student evaluations of teaching (SET) in higher education. Design/methodology/approach A total of 13,340 SET surveys collected by a major Jordanian university to assess teaching effectiveness were analyzed in this study. The detection method was used to detect IER, and the construct (factorial) validity was assessed using confirmatory factor analysis (CFA) and principal component analysis (PCA) before and after removing detected IER. Findings The results of this study show that 2,160 SET surveys were flagged as insufficient effort responses out of 13,340 surveys. This figure represents 16.2 percent of the sample. Moreover, the results of CFA and PCA show that removing detected IER statistically enhanced the construct (factorial) validity of the SET survey. Research limitations/implications Since IER responses are often ignored by researchers and practitione...","internal_url":"https://www.academia.edu/91807672/The_effect_of_insufficient_effort_responding_on_the_validity_of_student_evaluation_of_teaching","translated_internal_url":"","created_at":"2022-11-28T13:54:35.999-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":240105363,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"The_effect_of_insufficient_effort_responding_on_the_validity_of_student_evaluation_of_teaching","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":240105363,"first_name":"Mahmoud","middle_initials":null,"last_name":"Alquraan","page_name":"MahmoudAlquraan1","domain_name":"independent","created_at":"2022-10-12T20:47:07.136-07:00","display_name":"Mahmoud Alquraan","url":"https://independent.academia.edu/MahmoudAlquraan1"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":104428,"name":"Confirmatory factor analysis","url":"https://www.academia.edu/Documents/in/Confirmatory_factor_analysis"},{"id":104434,"name":"Construct Validity","url":"https://www.academia.edu/Documents/in/Construct_Validity"},{"id":129902,"name":"Originality","url":"https://www.academia.edu/Documents/in/Originality"}],"urls":[{"id":26490483,"url":"https://www.emeraldinsight.com/doi/full-xml/10.1108/JARHE-03-2018-0034"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91807671"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/91807671/FOLLOW_Intervention_Strategy_for_Children_with_Intellectual_Disabilities_Development_and_Effects"><img alt="Research paper thumbnail of FOLLOW Intervention Strategy for Children with Intellectual Disabilities: Development and Effects" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91807671/FOLLOW_Intervention_Strategy_for_Children_with_Intellectual_Disabilities_Development_and_Effects">FOLLOW Intervention Strategy for Children with Intellectual Disabilities: Development and Effects</a></div><div class="wp-workCard_item"><span>The International Journal of Pedagogy and Curriculum</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this research study we examined the development and effectiveness of an intervention strategy,...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this research study we examined the development and effectiveness of an intervention strategy, which was designed to improve intellectually disabled children’s behavior in social activities outside a facility center. Researchers engaged in several activities, beginning with development of the intervention strategy, and then moving to collection of baseline data from children and development of intervention strategy procedures. The procedures included: (1) intervention strategy duration; (2) teacher training sessions; and (3) applications. Findings in this research study demonstrated that the intervention strategy has the potential to help young and older children alike, and may ensure that intellectually disabled children increase participation in social networks in school and everyday life. Recommendations are offered for future research; it also is recommended that this intervention program be tested with other age groups and a larger sample of children with intellectual disabilities, such as pre-schoolers.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91807671"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91807671"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91807671; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91807671]").text(description); $(".js-view-count[data-work-id=91807671]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91807671; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91807671']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91807671, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=91807671]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":91807671,"title":"FOLLOW Intervention Strategy for Children with Intellectual Disabilities: Development and Effects","translated_title":"","metadata":{"abstract":"In this research study we examined the development and effectiveness of an intervention strategy, which was designed to improve intellectually disabled children’s behavior in social activities outside a facility center. Researchers engaged in several activities, beginning with development of the intervention strategy, and then moving to collection of baseline data from children and development of intervention strategy procedures. The procedures included: (1) intervention strategy duration; (2) teacher training sessions; and (3) applications. Findings in this research study demonstrated that the intervention strategy has the potential to help young and older children alike, and may ensure that intellectually disabled children increase participation in social networks in school and everyday life. Recommendations are offered for future research; it also is recommended that this intervention program be tested with other age groups and a larger sample of children with intellectual disabilities, such as pre-schoolers.","publisher":"Common Ground Research Networks","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"The International Journal of Pedagogy and Curriculum"},"translated_abstract":"In this research study we examined the development and effectiveness of an intervention strategy, which was designed to improve intellectually disabled children’s behavior in social activities outside a facility center. Researchers engaged in several activities, beginning with development of the intervention strategy, and then moving to collection of baseline data from children and development of intervention strategy procedures. The procedures included: (1) intervention strategy duration; (2) teacher training sessions; and (3) applications. Findings in this research study demonstrated that the intervention strategy has the potential to help young and older children alike, and may ensure that intellectually disabled children increase participation in social networks in school and everyday life. Recommendations are offered for future research; it also is recommended that this intervention program be tested with other age groups and a larger sample of children with intellectual disabilities, such as pre-schoolers.","internal_url":"https://www.academia.edu/91807671/FOLLOW_Intervention_Strategy_for_Children_with_Intellectual_Disabilities_Development_and_Effects","translated_internal_url":"","created_at":"2022-11-28T13:54:35.899-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":240105363,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"FOLLOW_Intervention_Strategy_for_Children_with_Intellectual_Disabilities_Development_and_Effects","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":240105363,"first_name":"Mahmoud","middle_initials":null,"last_name":"Alquraan","page_name":"MahmoudAlquraan1","domain_name":"independent","created_at":"2022-10-12T20:47:07.136-07:00","display_name":"Mahmoud Alquraan","url":"https://independent.academia.edu/MahmoudAlquraan1"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":508371,"name":"Curriculum and Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy"},{"id":805430,"name":"Guidance and Counseling Intervention Programs","url":"https://www.academia.edu/Documents/in/Guidance_and_Counseling_Intervention_Programs"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91807670"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/91807670/DIF_items_effects_on_Kuder_Richardson_20_formula_and_construct_validity_an_exploration_using_the_Mantel_Haenszel_method"><img alt="Research paper thumbnail of DIF items effects on Kuder-Richardson 20 formula and construct validity: an exploration using the Mantel-Haenszel method" class="work-thumbnail" src="https://attachments.academia-assets.com/94989590/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91807670/DIF_items_effects_on_Kuder_Richardson_20_formula_and_construct_validity_an_exploration_using_the_Mantel_Haenszel_method">DIF items effects on Kuder-Richardson 20 formula and construct validity: an exploration using the Mantel-Haenszel method</a></div><div class="wp-workCard_item"><span>International Journal of Quantitative Research in Education</span><span>, 2016</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="91d75bcfd7ab5db37446df3cf7c26ae4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":94989590,"asset_id":91807670,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/94989590/download_file?st=MTczMjQ3Nzg0MCw4LjIyMi4yMDguMTQ2&st=MTczMjQ3Nzg0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91807670"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91807670"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91807670; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91807668"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/91807668/Students_Perceptions_of_Assessment_Practices_in_higher_education_in_Jordan"><img alt="Research paper thumbnail of Students' Perceptions of *Assessment Practices in higher education in Jordan" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91807668/Students_Perceptions_of_Assessment_Practices_in_higher_education_in_Jordan">Students' Perceptions of *Assessment Practices in higher education in Jordan</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91807668"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91807668"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91807668; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91807667"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/91807667/Assessment_Practices_Used_in_Evaluating_Learning_Outcomes_in_Higher_Education_in_Jordan_as_Perceived_by_Students"><img alt="Research paper thumbnail of Assessment Practices Used in Evaluating Learning Outcomes in Higher Education in Jordan as Perceived by Students" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91807667/Assessment_Practices_Used_in_Evaluating_Learning_Outcomes_in_Higher_Education_in_Jordan_as_Perceived_by_Students">Assessment Practices Used in Evaluating Learning Outcomes in Higher Education in Jordan as Perceived by Students</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The study aims at investigating students’ point of views of assessment practices in higher educat...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The study aims at investigating students’ point of views of assessment practices in higher education in Jordan among student level, college, and grading system (Letters and Numbers). Data collected from 924 students from four public universities using 30 item likert scale. The results show that professors from students point of views still focusing on Expectation and Communicating Assessment Practices and Organizational Assessment Practices while they are not focusing on the New/Modern Assessment Methods and Traditional Assessment Methods practices. The results also show that there is an interaction between student level and college on students point of views about the assessment practices used in assessing students learning outcomes, and an interaction between grading system (numbers and letters) and college on students point of views of traditional assessment methods subscale.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91807667"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91807667"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91807667; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91807667]").text(description); $(".js-view-count[data-work-id=91807667]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91807667; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91807667']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91807667, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=91807667]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":91807667,"title":"Assessment Practices Used in Evaluating Learning Outcomes in Higher Education in Jordan as Perceived by Students","translated_title":"","metadata":{"abstract":"The study aims at investigating students’ point of views of assessment practices in higher education in Jordan among student level, college, and grading system (Letters and Numbers). Data collected from 924 students from four public universities using 30 item likert scale. The results show that professors from students point of views still focusing on Expectation and Communicating Assessment Practices and Organizational Assessment Practices while they are not focusing on the New/Modern Assessment Methods and Traditional Assessment Methods practices. The results also show that there is an interaction between student level and college on students point of views about the assessment practices used in assessing students learning outcomes, and an interaction between grading system (numbers and letters) and college on students point of views of traditional assessment methods subscale."},"translated_abstract":"The study aims at investigating students’ point of views of assessment practices in higher education in Jordan among student level, college, and grading system (Letters and Numbers). Data collected from 924 students from four public universities using 30 item likert scale. The results show that professors from students point of views still focusing on Expectation and Communicating Assessment Practices and Organizational Assessment Practices while they are not focusing on the New/Modern Assessment Methods and Traditional Assessment Methods practices. The results also show that there is an interaction between student level and college on students point of views about the assessment practices used in assessing students learning outcomes, and an interaction between grading system (numbers and letters) and college on students point of views of traditional assessment methods subscale.","internal_url":"https://www.academia.edu/91807667/Assessment_Practices_Used_in_Evaluating_Learning_Outcomes_in_Higher_Education_in_Jordan_as_Perceived_by_Students","translated_internal_url":"","created_at":"2022-11-28T13:54:35.549-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":240105363,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Assessment_Practices_Used_in_Evaluating_Learning_Outcomes_in_Higher_Education_in_Jordan_as_Perceived_by_Students","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":240105363,"first_name":"Mahmoud","middle_initials":null,"last_name":"Alquraan","page_name":"MahmoudAlquraan1","domain_name":"independent","created_at":"2022-10-12T20:47:07.136-07:00","display_name":"Mahmoud Alquraan","url":"https://independent.academia.edu/MahmoudAlquraan1"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91807666"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/91807666/Oral_and_Written_Feedback_and_Their_Relationship_with_Using_Different_Assessment_Methods_in_Higher_Education"><img alt="Research paper thumbnail of Oral and Written Feedback and Their Relationship with Using Different Assessment Methods in Higher Education" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91807666/Oral_and_Written_Feedback_and_Their_Relationship_with_Using_Different_Assessment_Methods_in_Higher_Education">Oral and Written Feedback and Their Relationship with Using Different Assessment Methods in Higher Education</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study investigates the relationship between assessment methods and the provided feedback (Or...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study investigates the relationship between assessment methods and the provided feedback (Oral and Written). The data have been collected from (714) undergraduate students from four public universities in Jordan using 16 rating scale items (Strongly agree to strongly disagree). Findings show that using different assessment methods results much more oral and written feedback. That is; professors who use different assessment methods to assess their students learning outcomes provide their students with more oral and written feedback. Also, the results show that the relationship between using different assessment methods and the level of the provided oral and written feedback is the same in both humanity and scientific colleges. Based on these results, the study recommends that higher education institutes should encourage professors to use different assessment methods, and to use different types of feedback.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91807666"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91807666"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91807666; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91807666]").text(description); $(".js-view-count[data-work-id=91807666]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91807666; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91807666']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91807666, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=91807666]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":91807666,"title":"Oral and Written Feedback and Their Relationship with Using Different Assessment Methods in Higher Education","translated_title":"","metadata":{"abstract":"This study investigates the relationship between assessment methods and the provided feedback (Oral and Written). The data have been collected from (714) undergraduate students from four public universities in Jordan using 16 rating scale items (Strongly agree to strongly disagree). Findings show that using different assessment methods results much more oral and written feedback. That is; professors who use different assessment methods to assess their students learning outcomes provide their students with more oral and written feedback. Also, the results show that the relationship between using different assessment methods and the level of the provided oral and written feedback is the same in both humanity and scientific colleges. Based on these results, the study recommends that higher education institutes should encourage professors to use different assessment methods, and to use different types of feedback."},"translated_abstract":"This study investigates the relationship between assessment methods and the provided feedback (Oral and Written). The data have been collected from (714) undergraduate students from four public universities in Jordan using 16 rating scale items (Strongly agree to strongly disagree). Findings show that using different assessment methods results much more oral and written feedback. That is; professors who use different assessment methods to assess their students learning outcomes provide their students with more oral and written feedback. Also, the results show that the relationship between using different assessment methods and the level of the provided oral and written feedback is the same in both humanity and scientific colleges. Based on these results, the study recommends that higher education institutes should encourage professors to use different assessment methods, and to use different types of feedback.","internal_url":"https://www.academia.edu/91807666/Oral_and_Written_Feedback_and_Their_Relationship_with_Using_Different_Assessment_Methods_in_Higher_Education","translated_internal_url":"","created_at":"2022-11-28T13:54:35.464-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":240105363,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Oral_and_Written_Feedback_and_Their_Relationship_with_Using_Different_Assessment_Methods_in_Higher_Education","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":240105363,"first_name":"Mahmoud","middle_initials":null,"last_name":"Alquraan","page_name":"MahmoudAlquraan1","domain_name":"independent","created_at":"2022-10-12T20:47:07.136-07:00","display_name":"Mahmoud Alquraan","url":"https://independent.academia.edu/MahmoudAlquraan1"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":1983,"name":"Peer Assessment","url":"https://www.academia.edu/Documents/in/Peer_Assessment"},{"id":4414,"name":"Formative Assessment","url":"https://www.academia.edu/Documents/in/Formative_Assessment"},{"id":33310,"name":"Authentic Assessment","url":"https://www.academia.edu/Documents/in/Authentic_Assessment"},{"id":55574,"name":"Alternative Assessment","url":"https://www.academia.edu/Documents/in/Alternative_Assessment"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91807665"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/91807665/The_Use_of_Assessment_for_Learning_in_Higher_Education_Do_Assessment_Methods_and_College_make_differences"><img alt="Research paper thumbnail of The Use of Assessment for Learning in Higher Education: Do Assessment Methods and College make differences?" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91807665/The_Use_of_Assessment_for_Learning_in_Higher_Education_Do_Assessment_Methods_and_College_make_differences">The Use of Assessment for Learning in Higher Education: Do Assessment Methods and College make differences?</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study investigates the use of assessment for learning in higher education and its relationsh...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study investigates the use of assessment for learning in higher education and its relationship with the variety level of assessment methods and college. The Faculty Assessment Practices Inventory (FAPI) developed by Alquraan and Casebeer (2010) was distributed to 666 students from three different public universities in Jordan. The results show that the use of assessment for learning in higher education is Moderate, and using a variety level of assessment methods in higher education is highly connected to the use of assessment for learning where using different assessment methods to assess learning leads to better use of assessment for learning. The study recommends higher education institutes in Jordan to change their regulations regarding the testing process and methods of assessing students learning outcomes.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91807665"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91807665"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91807665; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91807665]").text(description); $(".js-view-count[data-work-id=91807665]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91807665; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91807665']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91807665, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=91807665]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":91807665,"title":"The Use of Assessment for Learning in Higher Education: Do Assessment Methods and College make differences?","translated_title":"","metadata":{"abstract":"This study investigates the use of assessment for learning in higher education and its relationship with the variety level of assessment methods and college. The Faculty Assessment Practices Inventory (FAPI) developed by Alquraan and Casebeer (2010) was distributed to 666 students from three different public universities in Jordan. The results show that the use of assessment for learning in higher education is Moderate, and using a variety level of assessment methods in higher education is highly connected to the use of assessment for learning where using different assessment methods to assess learning leads to better use of assessment for learning. The study recommends higher education institutes in Jordan to change their regulations regarding the testing process and methods of assessing students learning outcomes."},"translated_abstract":"This study investigates the use of assessment for learning in higher education and its relationship with the variety level of assessment methods and college. The Faculty Assessment Practices Inventory (FAPI) developed by Alquraan and Casebeer (2010) was distributed to 666 students from three different public universities in Jordan. The results show that the use of assessment for learning in higher education is Moderate, and using a variety level of assessment methods in higher education is highly connected to the use of assessment for learning where using different assessment methods to assess learning leads to better use of assessment for learning. The study recommends higher education institutes in Jordan to change their regulations regarding the testing process and methods of assessing students learning outcomes.","internal_url":"https://www.academia.edu/91807665/The_Use_of_Assessment_for_Learning_in_Higher_Education_Do_Assessment_Methods_and_College_make_differences","translated_internal_url":"","created_at":"2022-11-28T13:54:35.390-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":240105363,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"The_Use_of_Assessment_for_Learning_in_Higher_Education_Do_Assessment_Methods_and_College_make_differences","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":240105363,"first_name":"Mahmoud","middle_initials":null,"last_name":"Alquraan","page_name":"MahmoudAlquraan1","domain_name":"independent","created_at":"2022-10-12T20:47:07.136-07:00","display_name":"Mahmoud Alquraan","url":"https://independent.academia.edu/MahmoudAlquraan1"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91807664"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/91807664/A_cross_cultural_study_of_students_perceptions_of_assessment_practices_in_higher_education"><img alt="Research paper thumbnail of A cross-cultural study of students’ perceptions of assessment practices in higher education" class="work-thumbnail" src="https://attachments.academia-assets.com/94989585/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91807664/A_cross_cultural_study_of_students_perceptions_of_assessment_practices_in_higher_education">A cross-cultural study of students’ perceptions of assessment practices in higher education</a></div><div class="wp-workCard_item"><span>Education, Business and Society: Contemporary Middle Eastern Issues</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Purpose – This study aims to utilized the item response theory (IRT) rating scale model to analyz...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Purpose – This study aims to utilized the item response theory (IRT) rating scale model to analyze students’ perceptions of assessment practices in two universities: one in Jordan and the other in the USA. The sample of the study consisted of 506 university students selected from both universities. Results show that the two universities still focus on paper-pencil testing to assess students’ learning outcomes. The study recommends that higher education institutes should encourage their teachers to use different assessment methods to assess students’ learning outcomes. Design/methodology/approach – The convenience sample consisted of 506 selected university students from the USA and Jordan, and participants were distributed according to their educational levels, thus: 83 freshmen, 139 sophomores, 157 juniors and 59 seniors. (Note: some students from both universities did not report their gender and/or their educational level). The USA university sample consisted of 219 students from ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3c92a6af4fe06dae404392116eea638e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":94989585,"asset_id":91807664,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/94989585/download_file?st=MTczMjQ3Nzg0MCw4LjIyMi4yMDguMTQ2&st=MTczMjQ3Nzg0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91807664"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91807664"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91807664; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91807664]").text(description); $(".js-view-count[data-work-id=91807664]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91807664; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91807664']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91807664, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3c92a6af4fe06dae404392116eea638e" } } $('.js-work-strip[data-work-id=91807664]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":91807664,"title":"A cross-cultural study of students’ perceptions of assessment practices in higher education","translated_title":"","metadata":{"abstract":"Purpose – This study aims to utilized the item response theory (IRT) rating scale model to analyze students’ perceptions of assessment practices in two universities: one in Jordan and the other in the USA. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91807662"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/91807662/Methods_of_assessing_students_learning_in_higher_education"><img alt="Research paper thumbnail of Methods of assessing students' learning in higher education" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91807662/Methods_of_assessing_students_learning_in_higher_education">Methods of assessing students' learning in higher education</a></div><div class="wp-workCard_item"><span>Education, Business and Society: Contemporary Middle Eastern Issues</span><span>, 2012</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">PurposeThe purpose of this paper is to explore the assessment methods used in higher education to...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">PurposeThe purpose of this paper is to explore the assessment methods used in higher education to assess students&#39; learning, and to investigate the effects of college and grading system on the used assessment methods.Design/methodology/approachThis descriptive study investigates the assessment methods used by teachers in higher education to assess their students&#39; learning outcomes. An instrument consisting of 15 items (each item is an assessment method) was distributed to 736 undergraduate students from four public universities in Jordan.FindingsFindings show that traditional paper‐pencil test is the most common method that is used to assess learning in higher education. Results also show that teachers in colleges of science and engineering and colleges of nursing use different assessment methods to assess learning, besides traditional testing such as: real life tasks (authentic assessment), papers, and projects. 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Translation‐back‐translation, classical test theory, IRT Rasch model, and confirmatory factor analysis procedures were used to evaluate the psychometric properties of a Jordanian version of the MIA (MIA‐Jo).FindingsThe results of these analyses show that 76 items (out of 108 original MIA items) provide sufficient evidence in support of the reliability and validity of the MIA‐Jo. The results also show that the MIA‐Jo has the same structure or subscales as the original MIA.Research limitations/implicationsThe sample for this study consisted of 656 students randomly selected from Yarmouk University‐Jordan. Therefore, the study recommends the necessity to conduct more research on ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91807661"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91807661"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91807661; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91807661]").text(description); $(".js-view-count[data-work-id=91807661]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91807661; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91807661']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91807661, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=91807661]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":91807661,"title":"Psychometric revision of a Jordanian version of the metamemory in adulthood questionnaire (MIA)","translated_title":"","metadata":{"abstract":"PurposeThe purpose of this paper is to investigate the psychometric properties of a Jordanian version of the Metamemory in Adulthood (MIA) questionnaire of Dixon, Hultsch and Hertzog.Design/methodology/approachThe sample for this study consisted of 656 students randomly selected from Yarmouk University‐Jordan. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91807581"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/91807581/The_impact_of_employing_technology_in_teaching_a_mathematics_course"><img alt="Research paper thumbnail of The impact of employing technology in teaching a mathematics course" class="work-thumbnail" src="https://attachments.academia-assets.com/94989538/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91807581/The_impact_of_employing_technology_in_teaching_a_mathematics_course">The impact of employing technology in teaching a mathematics course</a></div><div class="wp-workCard_item"><span>International Journal of Innovation and Learning</span><span>, 2010</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b283c8e484efc96e06e453584a7a92f2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":94989538,"asset_id":91807581,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/94989538/download_file?st=MTczMjQ3Nzg0MCw4LjIyMi4yMDguMTQ2&st=MTczMjQ3Nzg0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91807581"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91807581"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91807581; 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