Using the Partial Credit Model to Evaluate the Student Engagement in Mathematics Scale.

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Tytuł:: Using the Partial Credit Model to Evaluate the Student Engagement in Mathematics Scale.
Autorzy:: Leis M
Schmidt KM
Rimm-Kaufman SE
Źródło:: Journal of applied measurement [J Appl Meas] 2015; Vol. 16 (3), pp. 251-67.
Typ publikacji:: Journal Article; Research Support, U.S. Gov't, Non-P.H.S.
Język:: English
Imprint Name(s):: Publication: [Taipei, Taiwan] : National Taiwan Normal University
Original Publication: Gainesville, FL : Journal of Applied Measurement, c2000-
MeSH Terms:: Mathematics*
Students*
Child ; Cognition ; Emotions ; Humans ; Psychometrics
Entry Date(s):: Date Created: 20160113 Date Completed: 20170825 Latest Revision: 20181202
Update Code:: 20240104
PMID:: 26753221
: Czasopismo naukowe

The Student Engagement in Mathematics Scale (SEMS) is a self-report measure that was created to assess three dimensions of student engagement (social, emotional, and cognitive) in mathematics based on a single day of class. In the current study, the SEMS was administered to a sample of 360 fifth graders from a large Mid-Atlantic district. The Rasch partial credit model (PCM) was used to analyze the psychometric properties of each sub-dimension of the SEMS. Misfitting items were removed from the final analysis. In general, items represented a range of engagement levels. Results show that the SEMS is an effective measure for researchers and practitioners to assess upper elementary school students' perception of their engagement in math. The paper concludes with several recommendations for researchers considering using the SEMS.

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