Stage 1: Evaluating the reliability, stability and validity of the ILP questionnaire

Method

Stage 1 of the research explored the psychometric properties of the ILP, utilizing data from 1137 ILPs completed in October 2004. The PDP questionnaire consisted of six sections: Section 1: Speaking and Listening; Section 2: Reading and Researching; Section 3: Writing; Section 4: Time Management; Section 5: Numeracy; Section 6: IT - (see Table 1 in Internal Consistency and Split-half Reliability of Existing Factors). Each section comprised a number of questions or items and students rated their confidence on a scale of 0-3, with 0 indicating no confidence and a score of 3 indicating a high level of confidence. It was also the intention that research findings would be used to improve and enhance the questionnaire.

During psychometric testing the six sections were described as domains. Domains are not statistical phenomena; they are simply groups of items/questions that display a perceived coherence. If the questionnaire is expected to generate meaningful data that has applied and theoretical relevance, it is important that the domain structure is based on sound psychometric principles. In order to establish the optimum structure, all the students' responses for each question or item in the ILP were subjected to Principal Components Analysis (PCA), which identifies statistical factors or groups of variables that have underlying characteristics in common.

If responses to three questions, 1, 2 and 3 correlate with each other (1 with 2, 1 with 3, and 3 with 2), there are grounds for concluding that they are measuring the same underlying phenomena, and we can confidently identify and grade factors within the ILP.

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المزيد

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هذا ما يحدث لجسمك عند تناولك الطماطم بانتظام !

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المزيد

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الثلوج تغطي الصحراء الأكثر جفافا في العالم!

بتلسكوب "ألما".. التقاط صورا غير مسبوقة لبدايات الكون !

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المزيد

مواضيع ذات صلة

Online Collaborative Learning and Assessment (OCLA)

Online Collaborative Learning and Assessment Rationale, aim and method of study

Mapping Self-Assessment to Achievement Conclusion

Results, Analysis and Discussion

Stage 4: Determine the predictive validity of the ILP questionnaire, with retention progression, academic outcome and 1st destinations as dependent variables Method

Results, Analysis and Discussion

Stage 2: Determining causal relationships between previous academic qualifications, age, gender, motivation and ILP scores Preliminary analysis Method

Development of Revised Tool

Internal Consistency and Split-half Reliability of Existing Factors

Results, Analysis and Discussion Evaluation of the Existing Tool

Mapping Self-Assessment to Achievement

Introducing Computer-Aided Peer Assessment (CAPA) in Engineering Conclusions