BİLİŞSEL OLMAYAN ÖĞRENME DURUM VE SÜREÇLERİNİ ÖLÇME VE DEĞERLENDİRMEDE BOYLAMSAL YAKLAŞIMLAR: DUYGU CETVELİ UYGULAMASI ÖRNEĞİ

Ölçme desenlerinin boylamsal olarak tasarlanmalarının eğitim araştırmalarına getireceği katkılar, öğrenmenin sosyal-duygusal boyutlarının üniversite öğrencileri için çalışıldığı bir alan uygulaması olan Duygu Cetveli Uygulaması ile yapılan üç ayrı araştırmanın ölçme desenleri üzerinden örneklendirilmiştir. İlk çalışmada stres ve gerginlik duyguları arasındaki ilişkiler günlük tekrarlı gözlemler üzerinden karşılaştırılırken, ikinci ve üçüncü çalışmalarda duygu durumları ile uyku kalitesi ve psikolojik dayanıklılık arasındaki ilişkiler haftalık tekrarlı gözlemler kullanılarak modellenmiştir. Ölçme desenlerinin, ölçmeye konu özelliğin süreçsel yapısını daha iyi yansıtmasına izin verebilecek tekrarlı ölçümleri de içerecek şekilde genişletilerek tasarlanmalarının önemi ve bunun, özellikle de, dinamik faktör yapısına sahip özellikleri ölçme ve değerlendirme çalışmalarına getireceği katkılar tartışılmıştır. 

LONGITIDUNAL ASSESSMENT DESIGNS FOR NON-COGNITIVE CONSTRUCTS: APPLICATIONS USING TIME-SERIES DATA FROM AN EMOTION SCALE FIELD STUDY

This paper proposes a longitudinal assessment approach for the assessment of non-cognitive constructs. Focusing on how to evaluate “state” versus “trait” properties of propensities, a comparative narrative is provided attesting to the utility of employing a longitudinal perspective. Illustrations on how to collect, analyze and interpret time-series data are provided using three separate studies, conducted as a part of a larger longitudinal study, referred to as the Emotion Ruler Field Study, investigating emotional aspects of learning for college students. The first study illustrates how inferences made about stress and tenseness levels of college students may differ when based on self-assessments taken over twelve days versus on those taken only once. The second and the third studies illustrate how inferences made about sleep quality and psychological resilience of college students may evolve when the variances observed over several weeks (within-persons) are taken into account in the analysis of individual differences (between-persons). 

Kaynakça

American Psychological Association. (2014). The road to resilience. Washington, DC: American Psychological Association. Retrieved from http://www.apa.org/helpcenter/road-resilience.aspx.

Avey, J. B., Luthans, F., & Mhatre, K. H. (2008). A call for longitudinal research in positive organizational behavior. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 29(5), 705-711.

Baltes, P. B., & Nesselroade, J. R. (1979). History and rationale of longitudinal research. In J. R. Nesselroade & P. B. Baltes (Ed.), Longitudinal research in the study of behavior and development (pp. 21–27). New York: Academic Press.

Bloom, B.S. (1969). Some theoretical issues relating to educational evaluation. In R. W. Taylor (Ed.), Educational evaluation: New roles, new means: The 68th yearbook of the National Society for the Study of Evaluation, Part II (pp. 26-50). Chicago: University of Chicago Press.

Budria, S., & Ferrer-i-Carbonell, A. (2012). Income comparisons and non-cognitive skills. Discussion Paper Series, 1-29.

Buysse, D. J.,Reynolds, C. F., Monk, T. H., Berman, S.R. & Kupfer, D.J. (1988). The Pittsburgh Sleep Quality Index: A New Instrument for Psychiatric Practice and Research. Psychiatry Research, 28, 193-213.

Campell-Sills, L. & Stein, MB. (2007). Psychometric analysis and refinement of the Connor Davidson Resilience Scale (CD-RISC): Validation of a 10 item measure of resilience. J Trauma Stress, 20(6), 1019-1028.

Cranford, J. A., Shrout, P. E., Iida, M., Rafaeli, E., Yip, T., & Bolger, N. (2006). A procedure for evaluating sensitivity to within-person change: Can mood measures in diary studies detect change reliably? Personality and Social Psychology Bulletin, 32(7), 917-929.

Crossley, J. G. (2017). Assessing the Non-Cognitive Domains: Measuring What Matters Well. In Innovative Practices for Higher Education Assessment and Measurement (pp. 348-372). IGI Global.

Çavdar, D., Sözer, E. & Kahraman, N. (2017, Nisan). Dayanıklılık için tekrarlı ölçümleri içeren boylamsal bir ölçekleme modeli üzerine bir değerlendirme. 26. Uluslararası Eğitim Bilimleri Kongresi. Antalya.

Gutman, L. M., & Schoon, I. (2013). The impact of non-cognitive skills on outcomes for young people. Education Endowment Foundation, 59.

Jackson, C. K. (2012). Non-cognitive ability, test scores, and teacher quality: Evidence from 9th grade teachers in North Carolina (No. w18624). National Bureau of Economic Research.

Kautz, T., Heckman, J. J., Diris, R., Ter Weel, B., & Borghans, L. (2014). Fostering and measuring skills: Improving cognitive and non-cognitive skills to promote lifetime success (No. w20749). National Bureau of Economic Research.

Masten, A. S., Cutuli, J. J., Herbers, J. E., & Reed, M. G. J. (2009). Resilience in Development. In The Oxford Handbook of Positive Psychology, (2 Ed.) Oxford University Press. DOI: 10.1093/oxfordhb/9780195187243.013.0012.

Messick, S. (1989). Validity. In R. L. Linn (Ed.), Educational measurement (3rd ed.). New York: American Council on Education and Macmillan.

Messick, S. (1995). Validity of psychological assessment: Validation of inferences from persons’ responses and performances as scientific inquiry into score meaning. American Psychologist, 50, 741-749.

Muthén, B. O., & Curran, P. J. 1997. General longitudinal modeling of individual differences in experimental designs: A latent variable framework for analysis and power estimation. Psychological Methods, 2(4), 371.

Salkind, N. J. (Ed.). (2010). Encyclopedia of research design (Vol. 1). Sage.

Sayer, A.G., & Cumsille, P. E. 2001. Second-order latent growth models. In L.M. Collins & A.G. Sayer (Ed.), New methods for the analysis of change (pp. 179-200). Washington, DC: American Psychological Association

Scriven, M. (1967). The methodology of evaluation. In R. Tyler, R. Gagne, & M. Scriven (Ed.), Perspectives of curriculum evaluation (pp. 39–83). Chicago: Rand McNally

OECD, The Web site for the Organization for Economic Co-operation and Development (OECD), PISA http://www.oecd.org/pisa/)

Sliwinski, M. J., Almeida, D. M., Smyth, J., & Stawski, R. S. (2009). Intra-individual change and variability in daily stress processes: Findings from two measurement-burst diary studies. Psychology and Aging, 24(4), 828-840.

Smith, B.W., Dalen, J., Wiggins, K., Tooley, E., Christopher, P., & Bernard, J. (2008). The brief resilience scale: assessing the ability to bounce back. International Journal of Behavioral Medicine, 15, 194-200.

Sözer, E., Çavdar, D. & Kahraman, N. (2017, Nisan). Bireylerin uyku kaliteleri ve duygu durumları ile ilgili duyuşsal becerileri arasındaki ilişkilerin boylamsal analizi. 26. Uluslararası Eğitim Bilimleri Kongresi. Antalya.

Rutter, M. (1993). Resilience: Some conceptual considerations. Journal of Adolescent Health, 14(8), 626-631.

Werner, E. E., & Smith, R. S. (1992). Overcoming the odds: High risk children from birth to adulthood. New York: Cornell University Press.

Werner, E. E. (2013). What can we learn about resilience from large-scale longitudinal studies? .In Handbook of resilience in children (pp. 87-102). Springer US.

54559 14667

Arşiv