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Natural Sciences236

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MétodoEstatística1,836 IA & aprendizado de máquina1,661 Ciências da decisão932 Métodos de pesquisa1,354 Mensuração1,745 Causalidade & evidências532 Prática de pesquisa118

136 métodos em Education · MensuraçãoLimpar

Métodos na interseção dos seus dois filtros.

psychometrics

Short-form McDonald's omega

Short-form McDonald's omega applies the omega reliability coefficient to abbreviated or shortened versions of psychological scales. It provides a theoretically sound reliability estimate that accounts for the multidimensional structure of the short instrument, enabling researchers to evaluate whether abbreviation has p

2 fontes1999

psychometrics

Short-form reliability analysis

Short-form reliability analysis evaluates whether an abbreviated version of a psychological scale maintains acceptable internal consistency, validity, and structural integrity after items are removed. It is used in survey and assessment research to create briefer instruments that reduce respondent burden without sacrif

2 fontes1990

psychometrics

Short-Form Scale Development

Short-form scale development is the systematic process of reducing a full-length psychological scale to a smaller subset of items while preserving the construct validity, reliability, and measurement properties of the original instrument. It is widely used when administration burden must be minimised without sacrificin

2 fontes1990

psychometrics

Short-form test-retest reliability

Short-form test-retest reliability quantifies how consistently an abbreviated version of a measurement instrument produces the same scores across two administrations separated by a defined time interval. It is a critical validation step whenever a full-length scale is shortened for practical use, confirming that item r

2 fontes1990

psychometrics

SIBTEST

SIBTEST (Simultaneous Item Bias Test) is a non-parametric method for detecting differential item functioning (DIF) and differential test functioning (DTF) developed by Shealy and Stout (1993). Unlike parametric approaches, SIBTEST does not assume a particular item response model and directly tests whether groups differ

3 fontes1993

educational psychology

Student Engagement Scale

The Student Engagement Scale (SES) measures the extent to which students are actively involved in academic and social aspects of school or university life. Grounded in Fredricks et al.'s multidimensional framework, the instrument assesses behavioral engagement (participation, attendance, effort), emotional engagement (

2 fontes2004

educational psychology

Student Satisfaction Survey

The Student Satisfaction Survey (SSS) is a widely used institutional tool to measure student perceptions of course quality, instructor effectiveness, and learning environment. Typically administered at the end of a course using Likert-scale items, the SSS collects feedback on teaching methods, course materials, support

2 fontes2000

educational psychology

Study Process Questionnaire

The Study Process Questionnaire (SPQ) is a self-report instrument developed by John Biggs to identify the approaches and processes students use when learning. It assesses three dimensions: deep learning approach (seeking understanding and making connections), surface learning approach (memorizing and reproducing), and

2 fontes1987

educational psychology

Study Skills Assessment Questionnaire

The Study Skills Assessment Questionnaire measures the habitual study practices, time management, concentration, and learning motivation of students. Originating from the foundational Survey of Study Habits and Attitudes (Brown & Holtzman, 1964) and refined in contemporary versions, the SSAQ identifies whether students

2 fontes1964

educational psychology

Teaching Effectiveness Scale

The Teaching Effectiveness Scale (TES) is a validated instrument designed to measure students' perceptions of instructor effectiveness across multiple dimensions. The most widely known version, the Student Evaluation of Educational Quality (SEEQ), developed by Marsh (1982), assesses nine dimensions of teaching includin

2 fontes1982

psychometrics

Test Equating

Test equating is a family of statistical methods that converts scores earned on one test form onto the score scale of another form, so that scores from different administrations or versions can be compared and reported on a common metric. The foundational modern treatment is Kolen and Brennan (2004/2014); Holland and D

2 fontes1984

educational psychology

University Student Satisfaction Scale

The University Student Satisfaction Scale measures students' satisfaction with their overall university experience, including instruction quality, academic advising, campus services, and campus climate. Multiple validated instruments exist (e.g., Student Satisfaction Index), each capturing dimensions of the student exp

2 fontes1997

psychometrics

Value-Added Modeling

Value-Added Modeling (VAM) is a method for assessing the contribution of schools or teachers to student achievement growth, developed by Sanders and Horn (1998). VAM isolates the effect of a teacher or school by comparing student gains (value added) while controlling for prior achievement and student characteristics.

3 fontes1998

psychometrics

Wordfish

Wordfish is a statistical model for scaling documents on latent dimensions, developed by Slapin and Proksch (2008). Unlike reference-based methods like Wordscores, Wordfish uses a Poisson generative model to jointly estimate word frequencies and document positions without requiring reference texts or manual annotation.

3 fontes2008

psychometrics

Wordscores

Wordscores is a text-based scaling method developed by Laver, Benoit, and Garry (2003) that estimates the policy positions of political actors based on word frequencies in their texts. By comparing word usage in reference texts of known positions with test texts, the method infers the latent political dimension of any

3 fontes2003

educational psychology

Writing Apprehension Test

The Writing Apprehension Test measures the degree of anxiety and negative affect experienced in writing situations. Developed by Daly and Miller in 1975, the WAT identifies students with writing anxiety—a prevalent barrier to academic success, particularly in college coursework where writing is extensive. Writing appre

2 fontes1975

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