Browsing by Author "T. Kárász Judit"
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- ItemOpen AccessAdaptív tesztek minimális hosszának, hibájának, értékelési szintjének és a megoldók számának összefüggései - általános megoldási aránnyal(2021) T. Kárász Judit; Takács SzabolcsTHE RELATIONSHIPS OF THE MINIMUM LENGTH, ERROR, EVALUATION LEVELS AND NUMBER OF RESPONDENTS OF ADAPTIVE TESTS WITH GENERAL SOLUTION PROBABILITY Judit Karász T., Szabolcs Takács Correlations between the minimum length, error, evaluation level and number of solvers of adaptive tests - with overall solution rate Our article basically aims to create a general formalism that can be used to address one of the problems of digitization of paper-and-pencil-based tests. The developed formalism was constructed in a general way, but the results are also described in a practical example. In our article, we present the limitations and benefits of a future adaptive version of a survey based essentially on a paper-and-pencil test, such as the OECD PISA [8] and the National Assesment of Basic Competencies [9]. In the case of international measurements, the development work that has prepared this direction has already begun, and the recent online educational experience has paved the way for the transition to digital and then adaptive measurement in the case of the National Assesment of Basic Competencies. The necessary item-level logistics (task bank, modeling environment) are basically available. However, the literature generally covers these technical details - as well as how many people are needed for reliability. In our article, we were not interested in this question, because the itembank will be of sufficient size, or typically in a national measurement, the sufficient filling will be given by default. In contrast, the most important question for us is to what extent the test can be shortened to a test that is the same - or better, more reliable than the current one. So we are not interested in the number of respondents, but in the length of the test, we performed simulation calculations based on the commonly published indicators of the current [8], [9] measurements.
- ItemOpen AccessClosed formula of test length required for adaptive testing with medium probability of solution(2023) T. Kárász Judit; Széll Krisztián; Takács SzabolcsPurpose Based on the general formula, which depends on the length and difficulty of the test, the number of respondents and the number of ability levels, this study aims to provide a closed formula for the adaptive tests with medium difficulty (probability of solution is p = 1/2) to determine the accuracy of the parameters for each item and in the case of calibrated items, determine the required test length given number of respondents. Design/methodology/approach Empirical results have been obtained on computerized or multistage adaptive implementation. Simulation studies and classroom/experimental results show that adaptive tests can measure test subjects’ ability to the same quality over half the test length compared to linear versions. Due to the complexity of the problem, the authors discuss a closed mathematical formula: the relationship between the length of the tests, the difficulty of solving the items, the number of respondents and the levels of ability. Findings The authors present a closed formula that provides a lower bound for the minimum test length in the case of adaptive tests. The authors also present example calculations using the formula, based on the assessment framework of some student assessments to show the similarity between the theoretical calculations and the empirical results. Originality/value With this formula, we can form a connection between theoretical and simulation results.
- ItemOpen AccessCronbach-alfa: vele vagy nélküle?(2022) T. Kárász Judit; Nagybányai Nagy Olivér; Széll Krisztián; Takács SzabolcsHáttér és célkitűzések Tanulmányunkban arra vállalkozunk, hogy egy olyan eljárást mutassunk be, melynek segítségével megalapozottabban használható az eddig is széles körben alkalmazott Cronbach-alfa mutató. Módszer Elemzésünkben egy olyan, egyszerűen elkészíthető szimulációs eljárás alkalmazását javasoljuk, melynek segítségével az adatainkhoz igazodva egy, az adott helyzetben elvárt együttes konzisztenciaszint (át-lagos korrelációs szint) eléréséhez szükséges Cronbach-alfa viszonyítási pontot adhatunk. Eredmények Elemzésünk ugyanis rámutat arra, hogy nemcsak a kérdőívben használt itemek számától, hanem a kérdőívben alkalmazott Likert-skála értékeinek számától is függővé kellene tenni a Cronbach-alfa mutató viszonyítási pontját. Szintén eredménye az elemzésünknek, hogy az alkalmazott formulával nem a hagyományosan meghatározott 0,7-es értéket kapjuk, hanem mind a Likert-skálától, mind pedig az itemek számától, illetve az elvárt, itemek közötti kapcsolati erősségtől függővé lehet tenni az elvárt Cronbach-alfa értéket. Következtetések A javasolt algoritmus segítségével a Cronbach-alfa mutatónak egy olyan alkalmazását lehet megvalósítani, mely alkalmas arra, hogy a kérdőívünkhöz (a válaszadási Likert-skálához) igazodva, illetve a skála itemszáma alapján referenciapontot adhassunk e megbízhatósági mutatóhoz. Background and purpose In our study, we undertake to present a procedure that allows a more well-founded use of the Cronbach’s alpha index, which has been widely used so far. Method In our analysis, we propose the use of a simple simulation procedure, which can be used in a given situation to provide a Cronbach’s alpha reference point to achieve the expected overall consistency level (average correlation level). Results This is because our analysis points out that the Cronbach’s alpha index should be made dependent not only on the number of items, but also on the number of Likert scale values used in the questionnaire. It is also the result of our analysis that the applied formula does not give the traditionally determined value of 0.7, but the expected Cronbach’s alpha value dependent on both the Likert scale and the number of items, as well as the expected relationship strength between items. Conclusion With the help of the proposed algorithm, an application of the Cronbach’s alpha index can be implemented, which is suitable to add a reference point to this reliability index based on our questionnaire (the answer Likert scale) and the number of items on the scale
- ItemOpen AccessExploring Coping Strategies of Different Generations of Students Starting University(2021) Takács Rita; Takács Szabolcs; T. Kárász Judit; Horváth Zoltán; Oláh Attila
- ItemOpen AccessHibabecslési eljárások véletlen jelenségek paramétereinek becslésére(2019) T. Kárász JuditStatisztikai számításokban a kiszámított paraméterek standard hibájának becslésére számos eljárás létezik. Cikkünkben ismertetünk a független, azonos eloszlású mintavételekben használható, zárt formulás eljárások közül néhányat. Az általánosabb szimulációs eljárások közül a bootstrap és jackknife eljárásokat, a BRR-Jackknife eljárást, valamint a cikk végén egy, az Országos kompetenciamérésben használt, bootstrap és jackknife eljárások ötvözéseként kifejlesztett eljárásunkat.
- ItemOpen AccessThe impact of the first wave of COVID-19 on students’ attainment, analysed by IRT modelling method(2023) Takács Rita; Takács Szabolcs; T. Kárász Judit; Oláh Attila; Horváth ZoltánUniversities around the world were closed for several months to slow down the spread of the COVID-19 pandemic. During this crisis, a tremendous amount of effort was made to use online education to support the teaching and learning process. The COVID-19 pandemic gave us a profound insight into how online education can radically affect students and how students adapt to new challenges. The question is how switching to online education affected dropout? This study shows the results of a research project clarifying the impact of the transition to online courses on dropouts. The data analysed are from a large public university in Europe where online education was introduced in March 2020. This study compares the academic progress of students newly enroled in 2018 and 2019 using IRT modelling. The results show that (1) this period did not contribute significantly to the increase in dropout, and we managed to retain our students.(2) Subjects became more achievable during online education, and students with less ability were also able to pass their exams. (3) Students who participated in online education reported lower average grade points than those who participated in on-campus education. Consequently, on-campus students could win better scholarships because of better grades than students who participated in online education. Analysing students’ results could help (1) resolve management issues regarding scholarship problems and (2) administrators develop programmes to increase retention in online education.