Christina Van Barneveld
Biographic Data
| ID | 1183914 |
|---|---|
| NAME | Christina Van Barneveld |
| GIVEN NAMES | Christina |
| FAMILY NAME | Van Barneveld |
| SIGNATURE | VAN BARNEVELD C |
| AFFILIATIONS | Lakehead University |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2011 |
| H-INDEX | 0 |
Modeling Student Motivation and Students’ Ability Estimates From a Large-Scale Assessment of Mathematics
When large-scale assessments (LSA) do not hold personal stakes for students, students may not put forth their best effort. Low-effort examinee behaviors (e.g., guessing, omitting items) result in an underestimate of examinee abilities, which is a concern when using results of LSA to inform educational policy and planning. The purpose of this study was to explore the relationship between examinee motivation as defined by expectancy-value theory, s…
The Effects of Examinee Motivation on Multiple-Choice Item Parameter Estimates
The purpose of this study was to examine the effects of false assumption regarding the motivation of examinees on item calibration and test construction. A simulation study was conducted using data generated using two models of item responses (the 3-parameter logistic item response model alone, and in combination with Wise's Examinee Persistence model (1996a)). Items were calibrated using a Bayesian method. Results clearly document the effect of …
Priorities and Values in Accountability Programs
The authors examine relationships among three principal elements of educational accountability: assessment of achievement, collection of educational indicators, and setting of educational policy, using a Venn diagram to portray interactions among the three. Their main argument rests on the importance of understanding value perspectives in accountability. Because different value positions are largely unexamined, important data remain uncollected, …
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Priorities and Values in Accountability Programs
The authors examine relationships among three principal elements of educational accountability: assessment of achievement, collection of educational indicators, and setting of educational policy, using a Venn diagram to portray interactions among the three. Their main argument rests on the importance of understanding value perspectives in accountability. Because different value positions are largely unexamined, important data remain uncollected, …
The Effects of Examinee Motivation on Multiple-Choice Item Parameter Estimates
The purpose of this study was to examine the effects of false assumption regarding the motivation of examinees on item calibration and test construction. A simulation study was conducted using data generated using two models of item responses (the 3-parameter logistic item response model alone, and in combination with Wise's Examinee Persistence model (1996a)). Items were calibrated using a Bayesian method. Results clearly document the effect of …
Modeling Student Motivation and Students’ Ability Estimates From a Large-Scale Assessment of Mathematics
When large-scale assessments (LSA) do not hold personal stakes for students, students may not put forth their best effort. Low-effort examinee behaviors (e.g., guessing, omitting items) result in an underestimate of examinee abilities, which is a concern when using results of LSA to inform educational policy and planning. The purpose of this study was to explore the relationship between examinee motivation as defined by expectancy-value theory, s…
Psychology (3 works) · Mathematics (2 works) · Mathematics education (2 works) · Social Psychology (2 works) · Statistics (2 works) · Accountability (1 work) · Advanced Statistical Modeling Techniques (1 work) · Argument (complex analysis (1 work) · Computer Science (1 work) · Econometrics (1 work)