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HOME > Assessment and Analysis of Educational Testing Theories
May 25, 2010
Research Activity Report (May 2010)
The CRET Assessment and Analysis of Educational Testing Group plans to engage in activities highlighting academic presentations and publications of studies that were conducted in the second half of last year. The topics include
1. Research on subject-specific vocabulary
2. Japan-U.S. comparative study on the Minnesota Test of Critical Thinking-II (MTCT-II)
3. Item response modeling for probability testing data
4. Research on the vocabulary used in the Japanese and the math curriculum.
4. Detection method of aberrant response patterns in web-based assessments
Items 1 and 2 are related to the measurement of skills which are deemed important in education and learning. Items 3 and 4 are technical themes concerning the analytical method of test data. For both types of themes, we are planning to give presentations at academic conferences inside and outside Japan for the purpose of disseminating CRET research activities.
One of our researchers, Dr. Zhang, is preparing an academic paper on item 1, as a continuation from the second half of last year. We also plan to prepare academic papers on items 2, 3 and 4.
In addition, we will organize research meetings in order to provide opportunities for exchange with external researchers on relevant research topics throughout the year. In June, Professor Maomi Ueno of the University of Electro-Communications was invited to lecture on the state-of-the-art learning assessment methods using information and communication technology.
(Kentaro Kato, Ph.D., CRET Researcher)
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January 25, 2010
2nd Half 2009, Dr. Hiroshi Watanabe’s Research Team
Activities Report (January 2010)
The group of Assessment and Analysis of Educational Testing Theories at CRET has been engaged in the following five areas of research in the latter half of 2009:
1. Research on a learning scale for measuring eagerness and attitude.
2. Research on the detection of abnormal reactions during the WEB actual survey.
3. Development/actual survey/analysis of the vocabulary used in the high school course of
study.
4. Research on the vocabulary used in the Japanese and the math curriculum.
5. Japan-U.S. comparative research on MTCT II.
For Research 1, leading research and survey is being conducted in Japan and abroad with the collaboration of Dr. Eiko Hirose of the Faculty of Human Sciences, Sophia
University, and Dr. Miwa Otsuka from RCAST (Research Center for Advanced Science
and Technology). Next year, we plan to advance to the development/actual
survey/analysis stage.
Research 2 is based on actual survey data compiled from the results of a vocabulary test conducted among university students last year. Methods to detect abnormal reactions by focusing on the deviation from the unidimensional pattern will be examined.
Research 3 is based on the plan to develop the questions in the second half of the year, followed by actual survey and analysis next year and beyond.
Research 4 will be compiled into an academic paper by CRET’s researcher, Dr. Zhang Yiping representing the research team. It will be presented in an academic magazine.
Research 5 is based on the critical thinking test developed by Dr. William M. Bart of the University of Minnesota. The test was given to Japanese university students and the comparison of the test results from Japan and the U.S. was reported. In February 2010, Dr. Bart was invited to Japan and commented on the report.
(Kenji Shimada, CRET researcher)
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September 25, 2009
Report by the Research Group on Assessment and Analysis of Educational Testing led by Dr. Hiroshi Watanabe.
We worked on the following three themes in the 1st half of 2009:
1. Furthering the analysis of the tests on essential vocabulary for university students
and the working population, conducted last year.
2. Classifying unusual patterns in the Internet survey.
3. Developing a generic skills assessment for university students and analyzing data from a pilot survey.
The third theme puts particular emphasis on analyzing the relationship between the vocabulary level of university students and their generic skills such as analyzing mathematical statistics, critical thinking, and problem solving.
We have a plan for the 2nd half of 2009 as the fourth theme of research:
4. Working on a survey and an analysis of the vocabulary required to pursue the high school curriculum.
Following up on the development and analysis of vocabulary for elementary and junior high school students in 2007 and for university students in 2008, we will work on a survey on, and analysis of, high school students. When the survey is done, we will have completed the process, resulting in a clarification of the relationship between vocabulary and the scholastic abilities of students at different stages of schooling.
(Kenji Shimada, CRET researcher)
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