Proceedings of the 4th International Conference on Informatization of Education and E-learning Methodology: Digital Technologies in Education (IEELM-DTE 2020)
This paper describes a list of studies necessary to justify the simultaneous use of both the overall test score and the subscale scores when measuring complex constructs. We investigate in detail one of the strategies for modeling composite constructs, which is popular within the international comparative studies of education. This strategy is based on repetitive recalibrations of the same data using unidimensional models for reporting overall test score and multidimensional models for reporting its components. We use Monte-Carlo simulations to illustrate that repetitive recalibrations of the data using unidimensional and multidimensional models yield, basically, the same results after their transformation to the same scales. However, we also illustrate that the fit of the unidimensional models to the data may be confounded if the components of the composite vary in terms of their relations with each other and their variance. We illustrate the studied strategy for modeling composite constructs using the computer adaptive test PROGRESS-ML, which measures basic math literacy in the third grade.
The digital transformation of general education is seen as one of the stages of the education renewal process in a rapidly evolving digital environment (EREDE). Practice-oriented models of this process are used to monitor its development and help schools to innovate. To assess the parameters of such models, quantitative estimates are used that help to fix the ongoing changes, but do not give a meaningful assessment of the current state of transformation processes. This prevents the development of automated tools to inform schools about the maturity of the ongoing processes, helping to identify the causes of success and failure, to outline the steps to update their work. An approach is proposed for automating the transformation of quantitative estimates that characterize the maturity of transformation processes into qualitative ones. The experience of using it to construct a methodology for assessing the use of innovative digital-supported (ICT-supported) methods of educational work is discussed. The methodology combines the use of the results of surveys of participants in the educational process and the interpretation of innovative changes provided by prescriptive analysts. The proposed approach can be used for meaningful interpretation of questionnaire data on the use of ICT in educational institutions, collected during monitoring surveys, and for preparing targeted recommendations for school workers on this basis