LONGITIDUNAL ASSESSMENT DESIGNS FOR NON-COGNITIVE CONSTRUCTS: APPLICATIONS USING TIME-SERIES DATA FROM AN EMOTION SCALE FIELD STUDY

Yıl 2019, Cilt: 19 Sayı: 1, 257 - 269, 11.03.2019

Nilüfer Kahraman , Derya Akbaş , Esra Sözer

https://doi.org/10.17240/aibuefd.2019.19.43815-459831

Cited By: 3

Öz

This paper proposes a longitudinal assessment approach for the
assessment of non-cognitive constructs. Focusing on how to evaluate “state”
versus “trait” properties of propensities, a comparative narrative is provided
attesting to the utility of employing a longitudinal perspective. Illustrations
on how to collect, analyze and interpret time-series data are provided using
three separate studies, conducted as a part of a larger longitudinal study,
referred to as the Emotion Ruler Field Study, investigating emotional aspects
of learning for college students. The first study illustrates how inferences
made about stress and tenseness levels of college students may differ when
based on self-assessments taken over twelve days versus on those taken only
once. The second and the third studies illustrate how inferences made about
sleep quality and psychological resilience of college students may evolve when
the variances observed over several weeks (within-persons) are taken into
account in the analysis of individual differences (between-persons). 

Anahtar Kelimeler

Longitudinal, non-cognitive, emotional states, traits, skills

BİLİŞSEL OLMAYAN ÖĞRENME DURUM VE SÜREÇLERİNİ ÖLÇME VE DEĞERLENDİRMEDE BOYLAMSAL YAKLAŞIMLAR: DUYGU CETVELİ UYGULAMASI ÖRNEĞİ

Öz

Ölçme desenlerinin boylamsal olarak tasarlanmalarının eğitim
araştırmalarına getireceği katkılar, öğrenmenin sosyal-duygusal boyutlarının
üniversite öğrencileri için çalışıldığı bir alan uygulaması olan Duygu Cetveli
Uygulaması ile yapılan üç ayrı araştırmanın ölçme desenleri üzerinden
örneklendirilmiştir. İlk çalışmada stres ve gerginlik duyguları arasındaki
ilişkiler günlük tekrarlı gözlemler üzerinden karşılaştırılırken, ikinci ve
üçüncü çalışmalarda duygu durumları ile uyku kalitesi ve psikolojik dayanıklılık
arasındaki ilişkiler haftalık tekrarlı gözlemler kullanılarak modellenmiştir.
Ölçme desenlerinin, ölçmeye konu özelliğin süreçsel yapısını daha iyi
yansıtmasına izin verebilecek tekrarlı ölçümleri de içerecek şekilde
genişletilerek tasarlanmalarının önemi ve bunun, özellikle de, dinamik faktör
yapısına sahip özellikleri ölçme ve değerlendirme çalışmalarına getireceği
katkılar tartışılmıştır. 

Anahtar Kelimeler

boylamsal, bilişsel olmayan, duygu durumları, özellik, beceri

Kaynakça

• American Psychological Association. (2014). The road to resilience. Washington, DC: American Psychological Association. Retrieved from http://www.apa.org/helpcenter/road-resilience.aspx.
• Avey, J. B., Luthans, F., & Mhatre, K. H. (2008). A call for longitudinal research in positive organizational behavior. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 29(5), 705-711.
• Baltes, P. B., & Nesselroade, J. R. (1979). History and rationale of longitudinal research. In J. R. Nesselroade & P. B. Baltes (Ed.), Longitudinal research in the study of behavior and development (pp. 21–27). New York: Academic Press.
• Bloom, B.S. (1969). Some theoretical issues relating to educational evaluation. In R. W. Taylor (Ed.), Educational evaluation: New roles, new means: The 68th yearbook of the National Society for the Study of Evaluation, Part II (pp. 26-50). Chicago: University of Chicago Press.
• Budria, S., & Ferrer-i-Carbonell, A. (2012). Income comparisons and non-cognitive skills. Discussion Paper Series, 1-29.
• Buysse, D. J.,Reynolds, C. F., Monk, T. H., Berman, S.R. & Kupfer, D.J. (1988). The Pittsburgh Sleep Quality Index: A New Instrument for Psychiatric Practice and Research. Psychiatry Research, 28, 193-213.
• Campell-Sills, L. & Stein, MB. (2007). Psychometric analysis and refinement of the Connor Davidson Resilience Scale (CD-RISC): Validation of a 10 item measure of resilience. J Trauma Stress, 20(6), 1019-1028.
• Cranford, J. A., Shrout, P. E., Iida, M., Rafaeli, E., Yip, T., & Bolger, N. (2006). A procedure for evaluating sensitivity to within-person change: Can mood measures in diary studies detect change reliably? Personality and Social Psychology Bulletin, 32(7), 917-929.
• Crossley, J. G. (2017). Assessing the Non-Cognitive Domains: Measuring What Matters Well. In Innovative Practices for Higher Education Assessment and Measurement (pp. 348-372). IGI Global.
• Çavdar, D., Sözer, E. & Kahraman, N. (2017, Nisan). Dayanıklılık için tekrarlı ölçümleri içeren boylamsal bir ölçekleme modeli üzerine bir değerlendirme. 26. Uluslararası Eğitim Bilimleri Kongresi. Antalya.
• Gutman, L. M., & Schoon, I. (2013). The impact of non-cognitive skills on outcomes for young people. Education Endowment Foundation, 59.
• Jackson, C. K. (2012). Non-cognitive ability, test scores, and teacher quality: Evidence from 9th grade teachers in North Carolina (No. w18624). National Bureau of Economic Research.
• Kautz, T., Heckman, J. J., Diris, R., Ter Weel, B., & Borghans, L. (2014). Fostering and measuring skills: Improving cognitive and non-cognitive skills to promote lifetime success (No. w20749). National Bureau of Economic Research.
• Masten, A. S., Cutuli, J. J., Herbers, J. E., & Reed, M. G. J. (2009). Resilience in Development. In The Oxford Handbook of Positive Psychology, (2 Ed.) Oxford University Press. DOI: 10.1093/oxfordhb/9780195187243.013.0012.
• Messick, S. (1989). Validity. In R. L. Linn (Ed.), Educational measurement (3rd ed.). New York: American Council on Education and Macmillan.
• Messick, S. (1995). Validity of psychological assessment: Validation of inferences from persons’ responses and performances as scientific inquiry into score meaning. American Psychologist, 50, 741-749.
• Muthén, B. O., & Curran, P. J. 1997. General longitudinal modeling of individual differences in experimental designs: A latent variable framework for analysis and power estimation. Psychological Methods, 2(4), 371.
• Salkind, N. J. (Ed.). (2010). Encyclopedia of research design (Vol. 1). Sage.
• Sayer, A.G., & Cumsille, P. E. 2001. Second-order latent growth models. In L.M. Collins & A.G. Sayer (Ed.), New methods for the analysis of change (pp. 179-200). Washington, DC: American Psychological Association
• Scriven, M. (1967). The methodology of evaluation. In R. Tyler, R. Gagne, & M. Scriven (Ed.), Perspectives of curriculum evaluation (pp. 39–83). Chicago: Rand McNally
• OECD, The Web site for the Organization for Economic Co-operation and Development (OECD), PISA http://www.oecd.org/pisa/)
• Sliwinski, M. J., Almeida, D. M., Smyth, J., & Stawski, R. S. (2009). Intra-individual change and variability in daily stress processes: Findings from two measurement-burst diary studies. Psychology and Aging, 24(4), 828-840.
• Smith, B.W., Dalen, J., Wiggins, K., Tooley, E., Christopher, P., & Bernard, J. (2008). The brief resilience scale: assessing the ability to bounce back. International Journal of Behavioral Medicine, 15, 194-200.
• Sözer, E., Çavdar, D. & Kahraman, N. (2017, Nisan). Bireylerin uyku kaliteleri ve duygu durumları ile ilgili duyuşsal becerileri arasındaki ilişkilerin boylamsal analizi. 26. Uluslararası Eğitim Bilimleri Kongresi. Antalya.
• Rutter, M. (1993). Resilience: Some conceptual considerations. Journal of Adolescent Health, 14(8), 626-631.
• Werner, E. E., & Smith, R. S. (1992). Overcoming the odds: High risk children from birth to adulthood. New York: Cornell University Press.
• Werner, E. E. (2013). What can we learn about resilience from large-scale longitudinal studies? .In Handbook of resilience in children (pp. 87-102). Springer US.