Development of a project-based learning course evaluation tool using item response theory
American Psychological Association’s 2015 Annual Conference
The purpose of this study was to refine the IMIS into a unidimensional scale for usage in the evaluation of project-based learning (PBL) higher education courses. Data was collected from pre-service teachers participating in a PBL course at a large university. An initial exploratory factor analysis was conducted to reduce the survey into a unidimensional model, and then an Item Response Theory graded response analysis was conducted on the reduced model. Results of the analysis show that the majority of items were easy to respond to, however, the reduced IMIS had high reliability. Future research should add higher difficulty questions.
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John Okley Egger, Anthony P. Setari, and Kelly D. Bradley (2015).
Development of a project-based learning course evaluation tool using item response theory. Presented at American Psychological Association’s 2015 Annual Conference, Toronto, Canada.