Stella Kim
Datos Biográficos
| ID | 6769261 |
|---|---|
| NOMBRE | Stella Kim |
| NOMBRES | Stella |
| APELLIDO | Kim |
| FIRMA | KIM S |
| AFILIACIONES | University of North Carolina at Charlotte |
| ORCID | 0000-0002-0562-1071 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2019 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 0 |
Generative AI in Higher Education
With the rapid evolution and widespread adoption of Generative AI (GenAI), there has been a recent surge in research on students’ perceptions and usage of these tools for learning. However, a critical need remains to understand how students from various demographic groups perceive and utilize GenAI for educational purposes. This research aims to fill this gap by evaluating students’ use of GenAI, comfort level, perception of readiness, benefits a…
Assessment Types, Strategies, and Feedback in Online Higher Education Courses in the Age of Artificial Intelligence
This study used a survey methodology to examine instructional designer perceptions on assessment types, assessment strategies, instructor feedback, and the influence of artificial intelligence (AI) in online assessments. An online survey with 46 questions was developed and administered to instructional designers at higher education institutions. Instructional designers from multiple universities were invited to participate in the study, with one …
Development and validation of the online learner satisfaction instrument
The Diary of 1636
The Diary of 1636 is a firsthand account of the short but devastating Qing invasion of Korea that would permanently alter the geopolitical landscape of Northeast Asia and Chosŏn Koreans’ self-identity. Its author was the scholar-official Na Man’gap, who documented the daily progression of the invasion from inside the Namhan Mountain Fortress, for the most part taking up the role of a “quiet observer” (xxiv). These daily records make up one sectio…
Evaluating Equating Methods for Varying Levels of Form Difference
Equating is a statistical procedure used to adjust for the difference in form difficulty such that scores on those forms can be used and interpreted comparably. In practice, however, equating methods are often implemented without considering the extent to which two forms differ in difficulty. The study aims to examine the effect of the magnitude of a form difficulty difference on equating results under random group (RG) and common-item nonequival…
Evaluating the Effects of Missing Data Handling Methods on Scale Linking Accuracy
For large-scale assessments, data are often collected with missing responses. Despite the wide use of item response theory (IRT) in many testing programs, however, the existing literature offers little insight into the effectiveness of various approaches to handling missing responses in the context of scale linking. Scale linking is commonly used in large-scale assessments to maintain scale comparability over multiple forms of a test. Under a com…
Extended Multivariate Generalizability Theory With Complex Design Structures
This article extends multivariate generalizability theory (MGT) to tests with different random-effects designs for each level of a fixed facet. There are numerous situations in which the design of a test and the resulting data structure are not definable by a single design. One example is mixed-format tests that are composed of multiple-choice and free-response items, with the latter involving variability attributable to both items and raters. In…
Simple-Structure Multidimensional Item Response Theory Equating for Multidimensional Tests
A theoretical and conceptual framework for true-score equating using a simple-structure multidimensional item response theory (SS-MIRT) model is developed. A true-score equating method, referred to as the SS-MIRT true-score equating (SMT) procedure, also is developed. SS-MIRT has several advantages over other complex multidimensional item response theory models including improved efficiency in estimation and straightforward interpretability. The …
Sin obras prominentes en esta página.
Simple-Structure Multidimensional Item Response Theory Equating for Multidimensional Tests
A theoretical and conceptual framework for true-score equating using a simple-structure multidimensional item response theory (SS-MIRT) model is developed. A true-score equating method, referred to as the SS-MIRT true-score equating (SMT) procedure, also is developed. SS-MIRT has several advantages over other complex multidimensional item response theory models including improved efficiency in estimation and straightforward interpretability. The …
Extended Multivariate Generalizability Theory With Complex Design Structures
This article extends multivariate generalizability theory (MGT) to tests with different random-effects designs for each level of a fixed facet. There are numerous situations in which the design of a test and the resulting data structure are not definable by a single design. One example is mixed-format tests that are composed of multiple-choice and free-response items, with the latter involving variability attributable to both items and raters. In…
Evaluating the Effects of Missing Data Handling Methods on Scale Linking Accuracy
For large-scale assessments, data are often collected with missing responses. Despite the wide use of item response theory (IRT) in many testing programs, however, the existing literature offers little insight into the effectiveness of various approaches to handling missing responses in the context of scale linking. Scale linking is commonly used in large-scale assessments to maintain scale comparability over multiple forms of a test. Under a com…
Development and validation of the online learner satisfaction instrument
The Diary of 1636
The Diary of 1636 is a firsthand account of the short but devastating Qing invasion of Korea that would permanently alter the geopolitical landscape of Northeast Asia and Chosŏn Koreans’ self-identity. Its author was the scholar-official Na Man’gap, who documented the daily progression of the invasion from inside the Namhan Mountain Fortress, for the most part taking up the role of a “quiet observer” (xxiv). These daily records make up one sectio…
Evaluating Equating Methods for Varying Levels of Form Difference
Equating is a statistical procedure used to adjust for the difference in form difficulty such that scores on those forms can be used and interpreted comparably. In practice, however, equating methods are often implemented without considering the extent to which two forms differ in difficulty. The study aims to examine the effect of the magnitude of a form difficulty difference on equating results under random group (RG) and common-item nonequival…
Generative AI in Higher Education
With the rapid evolution and widespread adoption of Generative AI (GenAI), there has been a recent surge in research on students’ perceptions and usage of these tools for learning. However, a critical need remains to understand how students from various demographic groups perceive and utilize GenAI for educational purposes. This research aims to fill this gap by evaluating students’ use of GenAI, comfort level, perception of readiness, benefits a…
Assessment Types, Strategies, and Feedback in Online Higher Education Courses in the Age of Artificial Intelligence
This study used a survey methodology to examine instructional designer perceptions on assessment types, assessment strategies, instructor feedback, and the influence of artificial intelligence (AI) in online assessments. An online survey with 46 questions was developed and administered to instructional designers at higher education institutions. Instructional designers from multiple universities were invited to participate in the study, with one …
Computer Science (7 obras) · Advanced Statistical Modeling Techniques (4 obras) · Econometrics (4 obras) · Mathematics (4 obras) · Psychometric Methodologies and Testing (4 obras) · Statistics (4 obras) · Artificial Intelligence (3 obras) · Educational technology (3 obras) · Item response theory (3 obras) · Mathematics education (3 obras)