Educational Technology Assessment: A Model for Analyzing Online Psychometric Tests for Course Evaluations (Chapter 11 p. 215-246)

NCCU Author/Contributor (non-NCCU co-authors, if there are any, appear on document)
James Osler, Professor (Creator)
North Carolina Central University (NCCU )
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Abstract: In this chapter a digital assessment and an associated novel mathematical statistical model are provided as online psychometrics designed to evaluate College and University courses. The psychometric evaluation tool is a Student Ratings of Instruction [SRI] instrument used at a Historically Black College and University [HBCU] for course evaluation purposes. The research methodology is an a posteriori posthoc investigation that examines the reliability and validity of the items used in the SRI instrument. The sample under analysis consisted of the responses to 56,451 total items extracted from 7,919 distributed Student Ratings Instruments delivered online during the 2012 academic year. The post hoc application of the novel Tri–Squared Test analysis methodology is used to intricately analyze the results of an earlier study on SRIs that yielded strong construct validity from Cronbach’s Alpha Reliability Model, Goodman & Kruskal’s Lambda, and Principal Component Factor Analysis with Varimax Rotation. This chapter is co-authored by Mahmud A. Mansaray, North Carolina Central University.

Additional Information

Handbook of Research on Educational Technology Integration and Active Learning by Jared Keengwe
Language: English
Date: 2015
Educational Technology, Education, Technology, Evaluation, SRI, Instruments, Course Evaluations

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