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C THEORIES Related To Measurement and Evaluation

Theory of Change is a method used in program evaluation to explain how a program's activities and outcomes are logically connected. It involves specifying the assumptions behind why certain actions will lead to desired changes. Item Response Theory is a psychometric theory used to design, analyze, and score tests and assessments. It models the relationship between a person's test performance and their underlying ability being measured. IRT is used in educational assessments to calibrate test items and score students' abilities, attitudes, and traits.

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C THEORIES Related To Measurement and Evaluation

Theory of Change is a method used in program evaluation to explain how a program's activities and outcomes are logically connected. It involves specifying the assumptions behind why certain actions will lead to desired changes. Item Response Theory is a psychometric theory used to design, analyze, and score tests and assessments. It models the relationship between a person's test performance and their underlying ability being measured. IRT is used in educational assessments to calibrate test items and score students' abilities, attitudes, and traits.

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Theory related to evaluation.

(Theory of Change)

A theory of change is a predictive assumption about the relationship between desired


changes and the actions that may produce those changes. Putting it another way, “If I do x,
then I expect y to occur, and for these reasons.” Theory of Change is an invaluable method to
conduct evaluations of many different types of projects and organizations. Theory of Change
is focused not just on generating knowledge about whether a program is effective, but also on
explaining what methods it uses to be effective. Evaluators which are especially interested in
why changes do or do not occur as hoped for, have found that one powerful way to improve
the chances that a set of activities or program of action will succeed is to help the organizers
specify the reasoning that serves as their theory of change (Connell & Kubisch, 1998;
Sullivan & Stewart, 2008; Weiss, 1995).

For instance, the Math and Science Partnership (MSP) Program is held to improve
learning outcomes in mathematics and science by all students, at all secondary levels. It is
claimed that there is a close relationship between student achievement and teacher knowledge
and teaching skills but a teacher argued that providing excellent education in math, science,
and technology depends significantly on the quality of the instructional workforce—namely,
well-prepared and well-supported school teachers. Because high quality teacher preparation
and professional development are necessary but not sufficient for improving student
performance in math and science, systemic change of math and science education must
address other essential components of the educational system that include the availability of a
challenging curriculum and instructional materials, the judicious use of technology to support
instruction, and assessment systems that inform classroom instruction. Believing that student
learning also depends on successful interactions among leadership, resources/partnerships,
policy/infrastructure, strategic decisions/interventions, [program] sustainability, and
outcomes/evaluation, the MSP sough to foster partnerships between school districts and
institutions of higher education as well as other stakeholders (e.g., community organizations,
private foundations, professional societies, education research organizations, and so forth).

It is claimed that the MSP program would achieve its long-term outcomes by supporting
exemplary partnerships that address these four goals; to enhance significantly the capacity of
schools to provide a challenging curriculum for every student, and to encourage more
students to participate in and succeed in advanced mathematics and science courses; to
increase and sustain the number, quality, and diversity of secondary level teachers of
mathematics and science, especially in underserved areas, through further development of a
professional education continuum ; to contribute to the national capacity to engage in large-
scale reform through participation in a network of researchers and practitioners that will
study and evaluate educational reform and experimental approaches to the improvement of
teacher preparation and professional development; and to engage the learning community in
the knowledge base being developed.

MSP Program Theory of Change: As we mentioned before, a program’s theory of change is


more than identifying ends and means; it includes predictive assumptions about why taking a
certain course of action will attain a desired outcome.
In the case of the MSP program, our best inference about the primary theory of change
appears to be this: If secondary educational systems and institutions of higher education can
find ways to develop and sustain fruitful partnerships that address the program’s four major
goals (i.e., increasing participation, transforming professional development, etc.), then
participating schools will increase their capacity for meeting high standards for
learning and for significantly reducing achievement gaps in the mathematics and
science performance of diverse student populations. These approaches, effectively
implemented, will foster “systemic” improvements in math and science education
among secondary students.

Theory related to measurement (Item Response Theory)

In psychometrics, item response theory (IRT) is a paradigm for the design, analysis, and
scoring of tests, questionnaires, and similar instruments measuring abilities, attitudes, or
other variables. It is a theory of testing based on the relationship between individuals'
performances on a test item and the test takers' levels of performance on an overall measure
of the ability that item was designed to measure. Several different statistical models are used
to represent both item and test taker characteristics.

Item response theory (IRT) was first proposed in the field of psychometrics for the purpose of
ability assessment. It is widely used in education to calibrate and evaluate items in tests,
questionnaires, and other instruments and to score subjects on their abilities, attitudes, or
other latent traits.

In our educational system, IRT is used in psychometric test for PT3 student. It is aimed to
measure innate abilities and acquired abilities such as personality, career interests, aptitudes
or abilities, problem solving skills, and thinking skills of the students. Apart from that, it is
able to give an accurate description of individual psychological profiles or groups. From the
assessment, the students can also understand the strengths and potentials that they can
develop to enhance the development of learning and personal growth. It can also be a guide
to make a practical or realistic career choice. On top of that, it will enhance a deeper
understanding of individual traits and differences as well as providing information on realistic
career personalities to broaden the career aspirations of students.
Reference:

A. Xinming amd Y. Yui-Fai (2014) “Item Response Theory: What It Is and How You Can
Use the IRT Procedure to Apply It. SAS Institute Inc

C. Chris et. al (2011). "A Systematic Review of Theory-Driven Evaluation Practice from
1990 to 2009". American Journal of Evaluation. 32 (2): 199–226.
doi:10.1177/1098214010389321
Making the Grade: Assessing the Evidence for Integrated Student Supports - Scientific Figure
on ResearchGate. Available from: https://www.researchgate.net/figure/Integrates-
Student-Supports-Theory-of-Change_fig7_293488348

National Council on Measurement in Education. Available from


http://www.ncme.org/ncme/NCME/Resource_Center/Glossary/NCME/Resource_Cen
ter/Glossary1.aspx?hkey=4bb87415-44dc-4088-9ed9-e8515326a061#anchorI

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