ADVANCING FORMATIVE USE OF ASSESSMENT IN ADVANCED COMPUTER SCIENCE AT NISS: USING THE RASCH MODEL FOR MOCK EXAMS

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dc.contributor.authorAkim, Angsar
dc.date.accessioned2024-04-26T08:52:31Z
dc.date.available2024-04-26T08:52:31Z
dc.date.issued2024-04-15
dc.description.abstractAssessment plays a crucial role in shaping education, and this study focuses on enhancing formative assessment practices in Advanced Computer Science at Nazarbayev Intellectual Schools (NIS). The NIS system's incorporation of external assessments for certification purposes has led to modifications in assessment procedures, creating a significant impact on subject structure and content. As students prepare for conclusive external exams, the quality of assessment tools, including mock exams, becomes paramount. However, the absence of statistical testing for the validity and reliability of mock exams in the NIS system raises concerns about assessment accuracy and potential mismatches between teaching and assessment. To address these gaps, this research employs the Rasch model for a secondary analysis of psychometric properties, evaluating reliability, validity, item difficulty levels, and discrimination indices. Utilizing tools like "autopsych: An R Shiny Tool for the Reproducible Rasch Analysis" and "jamovi 2.3.28.0" with the "snowIRT 4.8.8" module, the study aims to enhance the precision of mock exams for a nuanced understanding of student knowledge and skills. Moreover, the research delves into statistical analyses of mock exams in Advanced Computer Science, striving to determine zones of proximal development for individual students. This objective seeks to provide a more accurate measurement of student abilities, thereby facilitating the development of effective approaches for student preparation for summative external assessments. Overall, 61 students answered CS Paper 1 and CS Paper 2 mock items. Paper 1 had 70 scores from 37 questions, and Paper 2 featured 29 questions with varying difficulties. Employing the Rasch model, the study identified key areas for improvement in the Advanced Computer Science mock exam. Findings highlighted the need for refining question design, 8 scoring systems, and overall structure. Additionally, insights into students' Zone of Proximal Development informed tailored interventions supported by tools like Bloom's Taxonomy and Glaser's Levels of Increasing Competence. Dissemination of these findings equips teachers for effective assessment practices, aligning instructional strategies with students' diverse needs. The findings not only contribute to the specific context of Advanced Computer Science but also have broader implications for formative assessment practices across subjects and educational contexts. Future studies could explore the longitudinal impact of the Rasch model on mock exams on students' performance in external assessments, contributing to ongoing research in educational assessment.en_US
dc.identifier.citationAkim, Angsar. (2024) Advancing Formative Use of Assessment in Advanced Computer Science at NISs: Using the Rasch Model for Mock Exams. Nazarbayev University Graduate School of Educationen_US
dc.identifier.urihttp://nur.nu.edu.kz/handle/123456789/7609
dc.language.isoenen_US
dc.publisherNazarbayev University Graduate School of Educationen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.subjectFormative assessmenten_US
dc.subjectRasch modelen_US
dc.subjectMock examsen_US
dc.subjectZones of Proximal Development (ZPD)en_US
dc.subjectWright Mapen_US
dc.subjectAdvanced Computer Scienceen_US
dc.subjectType of access: Restricteden_US
dc.titleADVANCING FORMATIVE USE OF ASSESSMENT IN ADVANCED COMPUTER SCIENCE AT NISS: USING THE RASCH MODEL FOR MOCK EXAMSen_US
dc.typeMaster's thesisen_US
workflow.import.sourcescience

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