Standard Characteristics of the Technical Thinking Test for Vocational Education Students by using the Three-Parameter Logistic Model
DOI:
https://doi.org/10.36473/ujhss.v62i1.2153Keywords:
Standard characteristics, technical thinking, three-parameter modelAbstract
The current research aims to extract the standard characteristics of the technical thinking test for vocational education students using the three-parameter model. To achieve this goal, the researcher followed the scientific steps starting with adopting the (Hassan 2021) scale prepared for university students. It was presented to arbitrators in educational and psychological sciences, to ensure the availability of appropriate characteristics for it and its alternatives in terms of form and content, and the researcher took their opinions, and all test items were considered valid. Logically measure what you set out to measure. In order to ensure the clarity of the test instructions and paragraphs and to determine the performance time, the test was applied to a survey sample of (60) male and female students other than the statistical analysis sample. The results of this application indicated that the test instructions and paragraphs are clear, and the performance time was determined. Then, the test was applied to a sample of (1000) male and female students from (Universities in Baghdad) who were selected using the multi-stage random sample method. The researcher relied on the three-teacher model, which is one of the paragraph response theory models to analyze the test items. It comes: Statistical analysis according to the paragraph response theory. The researcher relied on the three-teacher model as one of the models of the paragraph response theory in analyzing the paragraphs of the technical thinking test as calculated by the Bilog-m3 program. To achieve the assumptions of the model, the researcher followed the following: The relationship of the paragraph with the total score, as well as the matching of the paragraphs to the three-teacher model is evidence that the paragraphs measure a one-dimensional feature, based on the chi-square value at the level of significance (0.05), accepting the difficulty of the paragraph (-2.5) to (+2.5), accepting the paragraph discrimination (( 5.0) to (5.2), and it was found that all paragraphs are within acceptable limits, and therefore no paragraph was deleted. The validity and reliability of the test were verified by means of two indicators: the ratio of variance to estimate the stability of the test and the information function to estimate the stability of the ability. For the test, which consists of (68) items, and in the light of the results of the current research, the researcher reached recommendations and proposals.
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