Mark J Gierl
Biographic Data
| ID | 181443 |
|---|---|
| NAME | Mark J Gierl |
| GIVEN NAMES | Mark J |
| FAMILY NAME | Gierl |
| SIGNATURE | GIERL M J |
| AFFILIATIONS | University of Alberta |
| ORCID | 0000-0002-2653-1761 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Investigating Predictors of Student Performance in STEM Using Educational Data Mining Techniques
Using Content Coding and Automatic Item Generation to Improve Test Security
Automatic item generation (AIG) is the process of using models to generate items using computer technology. AIG is a scalable content development method because it relies on the item model as the unit of analysis which means that it is more efficient and economical compared to traditional item development. But to use the generated items effectively, they must be managed properly. Managing a bank that could include millions of items results in pro…
Testing measurement invariance of Pisa 2015 mathematics, science, and ICT scales using the alignment method
Automated scoring of junior and senior high essays using Coh-Metrix features
An automated essay scoring (AES) program is a software system that uses techniques from corpus and computational linguistics and machine learning to grade essays. In this study, we aimed to describe and evaluate particular language features of Coh-Metrix for a novel AES program that would score junior and senior high school students’ essays from their large-scale assessments. Specifically, we studied nine categories of Coh-Metrix features for dev…
More efficient processes for creating automated essay scoring frameworks
Automated essay scoring (AES) has emerged as a secondary or as a sole marker for many high-stakes educational assessments, in native and non-native testing, owing to remarkable advances in feature engineering using natural language processing, machine learning, and deep-neural algorithms. The purpose of this study is to compare the effectiveness and the performance of two AES frameworks, each based on machine learning with deep language features,…
Advanced Methods in Automatic Item Generation
A scoping review of the relationship between students’ ICT and performance in mathematics and science in the Pisa data
Differential Performance on National Exams
The purpose of this study is to evaluate two methodological perspectives of test fairness using a national Secondary School Certificate (SSC) examinations. SSC is a suit of multi-subject national qualification tests at Grade 10 level in South Asian countries, such as Bangladesh, India, and Pakistan. Because it is a high-stakes test, the fairness of SSC tests is a major concern among public and educational policy planners. This study is a first at…
A Methodology for Multilingual Automatic Item Generation
Testing agencies require large numbers of high-quality items that are produced in a cost-effective and timely manner. Increasingly, these agencies also require items in different languages. In this paper we present a methodology for multilingual automatic item generation (AIG). AIG is the process of using item models to generate test items with the aid of computer technology. We describe a three-step AIG approach where, first, test development sp…
Using Cochran’s Z Statistic to Test the Kernel-Smoothed Item Response Function Differences Between Focal and Reference Groups
This study combined the kernel smoothing procedure and a nonparametric differential item functioning statistic-Cochran’s Z-to statistically test the difference between the kernel-smoothed item response functions for reference and focal groups. Simulation studies were conducted to investigate the Type I error and power of the proposed kernel-smoothed Cochran’s Z. For the purpose of comparison, the Type I error and power rates with no correction an…
Evaluating the Effectiveness of Two-Stage Testing on English and French Versions of a Science Achievement Test
The current study evaluated the effectiveness of two-stage testing on English and French versions of a science achievement test administered to a national sample in Canada in 1996 and 1999. The tests were administered and scored with the implicit assumption that the two language forms were equivalent. Analysis of the first-stage test revealed that 3 out of 12 items displayed differential item functioning (DIF) in both administrations. However, su…
Differential Validity and Utility of Successive and Simultaneous Approaches to the Development of Equivalent Achievement Tests in French and English
Described in this article are the first three activities of a research program designed to assess the differential validity and utility of successive and simultaneous approaches to the development of equivalent achievement tests in the French and English languages. Two teams of multilingual/multicultural French-English teachers used the simultaneous approach to develop 70 items respectively for mathematics and social studies at the grade 9 level.…
Evaluating Type I Error and Power Rates Using an Effect Size Measure With the Logistic Regression Procedure for DIF Detection
The logistic regression (LR) procedure for differential item functioning (DIF) detection is a model-based approach designed to identify both uniform and nonuniform DIF. However, this procedure tends to produce inflated Type I errors. This outcome is problematic because it can result in the inefficient use of testing resources, and it may interfere with the study of the underlying causes of DIF. Recently, an effect size measure was developed for t…
A Confirmatory Factor Analysis of the Test Anxeety Inventory Using Canadian High School Students
The Test Anxiety Inventory (TAI) is one of the most widely used surveys to assess overall test anxiety. In addition, scores are available for two components of anxiety: emotionality and worry. However, there is controversy about the nature of these two components. The authors of the TAI suggest that these two factors are orthogonal, whereas others suggest that they are oblique. Working with a sample of 335 male and 389 female school-leaving stude…
No prominent works on this page.
A Confirmatory Factor Analysis of the Test Anxeety Inventory Using Canadian High School Students
The Test Anxiety Inventory (TAI) is one of the most widely used surveys to assess overall test anxiety. In addition, scores are available for two components of anxiety: emotionality and worry. However, there is controversy about the nature of these two components. The authors of the TAI suggest that these two factors are orthogonal, whereas others suggest that they are oblique. Working with a sample of 335 male and 389 female school-leaving stude…
Evaluating Type I Error and Power Rates Using an Effect Size Measure With the Logistic Regression Procedure for DIF Detection
The logistic regression (LR) procedure for differential item functioning (DIF) detection is a model-based approach designed to identify both uniform and nonuniform DIF. However, this procedure tends to produce inflated Type I errors. This outcome is problematic because it can result in the inefficient use of testing resources, and it may interfere with the study of the underlying causes of DIF. Recently, an effect size measure was developed for t…
Differential Validity and Utility of Successive and Simultaneous Approaches to the Development of Equivalent Achievement Tests in French and English
Described in this article are the first three activities of a research program designed to assess the differential validity and utility of successive and simultaneous approaches to the development of equivalent achievement tests in the French and English languages. Two teams of multilingual/multicultural French-English teachers used the simultaneous approach to develop 70 items respectively for mathematics and social studies at the grade 9 level.…
Evaluating the Effectiveness of Two-Stage Testing on English and French Versions of a Science Achievement Test
The current study evaluated the effectiveness of two-stage testing on English and French versions of a science achievement test administered to a national sample in Canada in 1996 and 1999. The tests were administered and scored with the implicit assumption that the two language forms were equivalent. Analysis of the first-stage test revealed that 3 out of 12 items displayed differential item functioning (DIF) in both administrations. However, su…
Using Cochran’s Z Statistic to Test the Kernel-Smoothed Item Response Function Differences Between Focal and Reference Groups
This study combined the kernel smoothing procedure and a nonparametric differential item functioning statistic-Cochran’s Z-to statistically test the difference between the kernel-smoothed item response functions for reference and focal groups. Simulation studies were conducted to investigate the Type I error and power of the proposed kernel-smoothed Cochran’s Z. For the purpose of comparison, the Type I error and power rates with no correction an…
Differential Performance on National Exams
The purpose of this study is to evaluate two methodological perspectives of test fairness using a national Secondary School Certificate (SSC) examinations. SSC is a suit of multi-subject national qualification tests at Grade 10 level in South Asian countries, such as Bangladesh, India, and Pakistan. Because it is a high-stakes test, the fairness of SSC tests is a major concern among public and educational policy planners. This study is a first at…
A Methodology for Multilingual Automatic Item Generation
Testing agencies require large numbers of high-quality items that are produced in a cost-effective and timely manner. Increasingly, these agencies also require items in different languages. In this paper we present a methodology for multilingual automatic item generation (AIG). AIG is the process of using item models to generate test items with the aid of computer technology. We describe a three-step AIG approach where, first, test development sp…
A scoping review of the relationship between students’ ICT and performance in mathematics and science in the Pisa data
Testing measurement invariance of Pisa 2015 mathematics, science, and ICT scales using the alignment method
Automated scoring of junior and senior high essays using Coh-Metrix features
An automated essay scoring (AES) program is a software system that uses techniques from corpus and computational linguistics and machine learning to grade essays. In this study, we aimed to describe and evaluate particular language features of Coh-Metrix for a novel AES program that would score junior and senior high school students’ essays from their large-scale assessments. Specifically, we studied nine categories of Coh-Metrix features for dev…
More efficient processes for creating automated essay scoring frameworks
Automated essay scoring (AES) has emerged as a secondary or as a sole marker for many high-stakes educational assessments, in native and non-native testing, owing to remarkable advances in feature engineering using natural language processing, machine learning, and deep-neural algorithms. The purpose of this study is to compare the effectiveness and the performance of two AES frameworks, each based on machine learning with deep language features,…
Advanced Methods in Automatic Item Generation
Using Content Coding and Automatic Item Generation to Improve Test Security
Automatic item generation (AIG) is the process of using models to generate items using computer technology. AIG is a scalable content development method because it relies on the item model as the unit of analysis which means that it is more efficient and economical compared to traditional item development. But to use the generated items effectively, they must be managed properly. Managing a bank that could include millions of items results in pro…
Investigating Predictors of Student Performance in STEM Using Educational Data Mining Techniques
Computer Science (10 works) · Psychology (10 works) · Item response theory (6 works) · Mathematics (6 works) · Mathematics education (6 works) · Psychometrics (6 works) · Psychometric Methodologies and Testing (5 works) · Artificial Intelligence (4 works) · Differential item functioning (4 works) · Online Learning and Analytics (4 works)