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Using Guttman s Facet Theory to Develop An Instrument that Examines the Grading Practices of Teachers

Purposes of the Study. Illustrate Guttman's Facet DesignClarify teacher grades as a measurement constructPilot test a teacher questionnaire designed to measure facets that teachers use to assign grades to students. Models. Wilson's FrameworkGuttman's Facet DesignMultifaceted Rasch Measurement Model.

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Using Guttman s Facet Theory to Develop An Instrument that Examines the Grading Practices of Teachers

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    1. Using Guttman’s Facet Theory to Develop An Instrument that Examines the Grading Practices of Teachers Jennifer Randall Thomas George Engelhard, Jr. Emory University

    2. Purposes of the Study Illustrate Guttman’s Facet Design Clarify teacher grades as a measurement construct Pilot test a teacher questionnaire designed to measure facets that teachers use to assign grades to students

    3. Models Wilson’s Framework Guttman’s Facet Design Multifaceted Rasch Measurement Model

    4. Wilson’s Framework: Four Building Blocks

    5. Guttman’s Facet Design Mapping sentences (Experimental design)

    6. Multifaceted Rasch Measurement Model Two-facet model (teachers and items) Four-facet model (teachers and student characteristics) Ability Classroom achievement Behavior Effort

    7. Description of sample 52 Teachers Male (12) Female (40) Elementary School (15) Middle School (11) High School (26)

    8. Instrument 56 items 4 questionnaires Common items Rating Scale

    9. Sample items Jonathan is a student with high ability, based on intelligence tests administered by the school. His behavior in class is always excellent. He rarely talks out of turn and has great manners. He tries hard and, based on project, test and quiz scores, you know that he has mastered 88% or more of the course objectives. Julie is a student with high ability, based on intelligence tests administered by the school. Her behavior in class is always excellent. She rarely talks out of turn and has great manners. She doesn’t work very hard, but based on project, test and quiz scores, you know that she has mastered 88% or more of the course objectives.

    18. Discussion/summary Preliminary analyses (pilot study) Next steps Explore teachers usage of grade categories (collapse categories) Residual analyses of teachers with unusual grading pattterns Appears to be a promising approach Combination of Guttman mapping sentences with Multifaceted Rasch Measurement model

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