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1.
The present study was designed to examine whether coaching affects the predictive validity and fairness of scholastic aptitude tests. Two randomly allocated groups, coached and uncoached, were compared, and the results revealed that although coaching enhanced scores on the Israeli Psychometric Entrance Test by about 25% of a standard deviation, it did not affect predictive validity and did not create a prediction bias. These results refute claims that coaching reduces predictive validity and creates a bias against the uncoached examinees in predicting the criterion. The results are consistent with the idea that score improvement due to coaching does not result strictly from learning specific skills that are irrelevant to the criterion. 相似文献
2.
《教育实用测度》2013,26(1):35-48
This study investigated several current coaching practices used in training test-wiseness for analogy items in standardized test batteries. A three-group design was used which included a general test-taking, "encouragement" condition in addition to a no-training control group condition. The specific techniques used in training are described. Scholastic Aptitude Test (SAT) scores were obtained from university admission files to verify that no overall aptitude differences existed in the three conditions. Differences were observed for the coached group relative to the two control groups in terms of overall number of correct responses for the coached item types (analogies). No differences were found for the non-coached item types. Item difficulties for the three groups are also reported which show that several items were indeed made easier for individuals in the coached group. A qualitative analysis of the items made easier by coaching in terms of the training techniques used is given along with an analysis of the items that did not respond to coaching. Finally, a discussion of potentially flawed item types and item characteristics and suggestions for dealing with such flaws are given. 相似文献
3.
This article describes how two coaching models were utilized in an attempt to assist Jonathon, an experienced teacher who had been teaching science for only two years, to improve his science teaching. Because of the numerous difficulties that Jonathon encountered in planning and implementing the science curriculum, school administrators requested assistance from several science educators from a university near the school. In order to assist Jonathon, two coaching models were used over a period of approximately six months. In the first coaching program two high-school teachers were coached by three science educators from the university. In the second coaching program the teachers coached one another. Neither program was successful in improving Jonathon's teaching in the intended manner. The major impediments to change were Jonathon's beliefs about teaching and learning and his relatively poor knowledge of the science content he was to teach. The findings of the study suggest that the coaching interventions require teachers to analyze teaching, reflect on practice, and consider alternative approaches to teaching and learning. Involvement in the coaching programs provided Jonathon with a foundation of knowledge on which sustained improvements in teaching might develop in the future. 相似文献
4.
Philip Jaffe 《Journal of Experimental Education》2013,81(4):351-355
A graphic procedure for studying differential item functioning (DIF) designed to provide diagnostic information for psychometricians and educators is presented. Items from a certifying examination in a subspecialty of internal medicine are used as examples. The procedure provides a “signature” of each test item that may be used in conjunction with a summary statistic to flag items showing DIF. Advantages and limitations of the procedure are noted, as are additional areas for investigation. 相似文献
5.
Research Findings: This study evaluated the effectiveness of 2 professional development interventions aimed at improving the quality of care provided by caregivers in ordinary infant–toddler child care settings, both center- and home-based. In all, 183 participants in a community college course on infant–toddler theory and practice, an in-service community model of a 48-hr course plus various levels of 1-on-1 coaching (participants were randomly assigned to 0, 5, or 15 hr), or a no-intervention comparison group were compared on their changes across 3 time points in their job-related self-efficacy, their knowledge of best practices, and the quality of their interactions with children as assessed by objective observers. Results indicated that the group with the most intensive intervention (course plus 15 hr of coaching) displayed the most consistent pattern of improvements, which met multiple analytical criteria for substantiveness. Furthermore, these findings were most apparent in the quality of interactions outcomes, and these were further still concentrated in the area of support for language and learning, the domain that showed the greatest need for improvement in infant–toddler caregivers in this sample as well as in previous research. Practice or Policy: Implications of the study results for systemic improvements to infant–toddler care are discussed, such as the importance of individual-level professional development, minimum dosage of coaching, and in-service supports to prevent declines in the quality of teacher–child interactions. 相似文献
6.
The purpose of this study was to investigate the alignment between the fourth-grade summative classroom assessments and the ‘Matter and Energy’ unit in the Lebanese science curriculum using: content and cognitive levels. Summative assessments were collected from a sample of 17 schools. The alignment between the classroom assessments and the Lebanese science curriculum were examined using three instruments: Curriculum Coding Sheet, Items Coding Sheet, and Item Analysis Sheet. The curricular learning objectives were used for matching the test items to the learning objectives in terms of content. Findings showed moderate content alignment; further analysis revealed that public schools had higher content alignment, and they covered a wider range of topics. In terms of cognitive level, there was a low alignment between the assessments collected and the curriculum; however, there were items that had higher cognitive level. Recommendations for curriculum developers and future research are discussed in light of these findings. 相似文献
7.
Ramazan Yirci Tuncay Yavuz Özdemir Seçil Eda Kartal İbrahim Kocabaş 《School Leadership & Management》2014,34(5):454-469
The purpose of this study was to find out teachers' perceptions about school principals' coaching skills. The study was carried out within qualitative research methods. The study group included 76 teachers in Elazig and 73 teachers in Kahramanmara? provinces of Turkey. All the data were processed using Nvivo 9 software. The results indicate that teachers' perceptions about their principals' coaching skills do not differ according to the age, marital status, sex and education status variables. The teachers think that their principals are successful at some coaching skills such as being experienced and knowledgeable, being an effective listener and setting achievable targets. Principals fail to show empathy, communicate effectively, praise, give feedback, motivate and have effective inquiry coaching skills. According to teachers' opinions, being a role model, showing empathy, praising, effectively communicating and motivating are important coaching skills that they would show if they were to sit in the principal chair. 相似文献
8.
The purpose of this study was to explore the effects of peer coaching on the classroom practices of pre-service teachers. Four teacher interns learned peer coaching functions and techniques before participating in coaching cycles with their peers. Pairs of participants reciprocally observed classes, collected data, and held conferences. Multiple forms of data were collected and analyses reveal that training was adequate. Findings show that peer coaching altered current teaching practices, but a trend of making suggestions for improvement without affirming strengths was also evident. Recommendations for integrating peer coaching in the pre-service curriculum are provided. 相似文献
9.
Randy Elliot Bennett Manfred Steffen Mark Kevin Singley Mary Morley Daniel Jacquemin 《Journal of Educational Measurement》1997,34(2):162-176
The first generation of computer-based tests depends largely on multiple-choice items and constructed-response questions that can be scored through literal matches with a key. This study evaluated scoring accuracy and item functioning for an open-ended response type where correct answers, posed as mathematical expressions, can take many different surface forms. Items were administered to 1,864 participants in field trials of a new admissions test for quantitatively oriented graduate programs. Results showed automatic scoring to approximate the accuracy of multiple-choice scanning, with all processing errors stemming from examinees improperly entering responses. In addition, the items functioned similarly in difficulty, item-total relations, and male-female performance differences to other response types being considered for the measure. 相似文献
10.
The subject matter competence in physics related topics of 147 inservice junior secondary science teachers in Hong Kong was identified using a true-or-false instrument based on a framework conceptualized by the authors. The findings of this study showed that teachers are weak both in factual knowledge and conceptions in these topics. Although physics majors outperform nonphysics majors significantly in the test, their own performance is by no means satisfactory on criterion referenced terms. Items incorrectly answered by over 40% of the teachers are listed with corrections given. The sources of conceptual mistakes and specific remedial measures were elaborated for items incorrectly answered by more than 60% of the teachers. General implications and possibilities for improvement in tertiary education, science teaching, and teacher education were discussed. 相似文献
11.
12.
This study examined indirect associations of MyTeachingPartner coaching with pre-K students’ (N = 1,570; 73% low income) school readiness, via improvements of teachers’ (N = 393; 47% Black; 41% Head Start) classroom interactions. Data were collected across 2008–2009 and 2009–2010 in 10 urban sites across the eastern United States. The number of completed coaching cycles was examined as a predictor of teacher–student interactions, as were direct or indirect associations with students’ literacy, receptive language, and working memory skills. Significant findings indicated that teachers engaged in more feedback cycles showed greater improvements in instructional interactions, in turn predicting greater increases in students’ early literacy and working memory. Results confirm the theory of change for coaching and an ecological-developmental conceptualization of school readiness. 相似文献
13.
The Peabody Individual Achievement Test–Revised (PIAT‐R) and Wechsler Individual Achievement Test (WIAT) contain measures of written expression. However, these subtests are not theory‐based and were assessed with inappropriate psychometric analyses. This study attempted to enhance the study of written expression by reexamining the reliability and validity of the PIAT‐R and WIAT Written Expression scoring systems, applying theory and more appropriate statistical analyses. First, items were identified that were the most and least reliable, determined by interrater agreement. Next, the most and least valid items were identified, based on item–total correlations. Subjects included 50 adolescents, men, and women aged 13 to 46 years; raters were three graduate students with experience and training similar to that of the typical test user. Results indicate that seven items were too easy, as virtually all subjects received the maximum score on these items—these items were eliminated. The remaining 24 items were classified as both reliable and valid (9 items), reliable but not valid (4 items), valid with limited reliability (5 items), and neither reliable nor valid (6 items). The WIAT written expression scoring system was found to have more items that were both reliable and valid compared to the PIAT‐R scoring system. Items measuring global, rather than specific, content were also found to be more reliable and valid. © 1999 John Wiley & Sons, Inc. 相似文献
14.
《教育实用测度》2013,26(4):341-351
The relation between characteristics of test takers and characteristics of items was examined in a quasi-experimental study. High-school sophomores and juniors were administered a mathematics exam that was of consequence to the sophomores but not the juniors. The juniors had more mathematics course work as a group but less motivation to perform well. Items were characterized by item difficulty (from p values), the degree to which they were mentally taxing (how much mental effort was necessary to reach a correct answer), and item position (as an index of the level of fatigue of the test taker). A differential item functioning (DIE) analysis was conducted to look at differences between sophomores and juniors on an item-by-item basis. It was found that all three item characteristic measures were related to the DIF index, with the mental taxation measure showing the strongest relation. Results are interpreted in relation to the expectancy value model of motivation as formulated by Pintrich (1988, 1989). 相似文献
15.
Identifying the Causes of DIF in Translated Verbal Items 总被引：1，自引：0，他引：1
Avi Allalouf Ronald K. Hambleton Stephen G. Sireci 《Journal of Educational Measurement》1999,36(3):185-198
Translated tests are being used increasingly for assessing the knowledge and skills of individuals who speak different languages. There is little research exploring why translated items sometimes function differently across languages. If the sources of differential item functioning (DIF) across languages could be predicted, it could have important implications on test development, scoring and equating. This study focuses on two questions: “Is DIF related to item type?”, “What are the causes of DIF?” The data were taken from the Israeli Psychometric Entrance Test in Hebrew (source) and Russian (translated). The results indicated that 34% of the items functioned differentially across languages. The analogy items were the most problematic with 65% showing DIF, mostly in favor of the Russian-speaking examinees. The sentence completion items were also a problem (45% D1F). The main reasons for DIF were changes in word difficulty, changes in item format, differences in cultural relevance, and changes in content. 相似文献
16.
This study evaluates a performance-based instructional coaching model intended to improve teacher pedagogy and classroom organization for educating diverse student populations. Elementary teachers (N = 21) participated in a 30-h workshop and seven individual coaching sessions across an academic year. The coaching model promoted use of the Standards for Effective Pedagogy, five research-based practices known to increase student achievement. Findings demonstrate performance-based instructional coaching led to statistically significant (a) improvements in teacher pedagogy, (b) patterns of teacher growth, and (c) changes in classroom organization. Implications for improving teachers’ ultimate achievement, the coaching protocol, and research are addressed. 相似文献
17.
Andrea D. Ellinger 《Performance Improvement Quarterly》1999,12(4):45-70
Proponents of the learning organization acknowledge that leaders and managers must assume roles as coaches in organizations that aspire to become learning organizations. The concept of the manager as a coach is becoming increasingly popular as a way to facilitate learning and improve employee performance. Yet, despite the research that has been done on coaching, studies generally focus on characteristics of good coaches, requisite coaching skills, and employees' perceptions of the improvement in managers coaching skills following such training programs. This article describes some of the findings from a larger qualitative critical incident study. Specifically, the triggers for coaching and the outcomes of coaching interventions for the individual employee, manager, and organization are examined and reported here. This study identifies gaps and discrepancies, political, and developmental issues as the primary triggers for coaching. Additionally, this study suggests that managers' commitment to coaching has the potential to impact performance at the individual employee, manager, and organizational level. 相似文献
18.
Andrea D. Ellinger 《Performance Improvement Quarterly》2003,16(1):5-28
Proponents of the learning organization acknowledge that leaders and managers must assume roles as coaches in organizations that aspire to become learning organizations. The concept of the manager as coach is becoming increasingly popular as a way to facilitate learning and improve employee performance. Yet, despite the research that has been done on coaching, studies generally focus on characteristics of good coaches, requisite coaching skills, and employees' perceptions of the improvement in managers' coaching skills following such training programs. This article describes some of the findings from a larger qualitative critical incident study. Specifically, the triggers for coaching and the outcomes of coaching interventions for the individual employee, manager, and organization are examined and reported here. This study identifies gaps and discrepancies, political, and developmental issues as the primary triggers for coaching. Additionally, this study suggests that managers' commitment to coaching has the potential to impact performance at the individual employee, manager, and organizational level. 相似文献
19.
Robert C. Pianta Jamie DeCoster Sonia Cabell Margaret Burchinal Bridget K. Hamre Jason Downer Jennifer LoCasale-Crouch Amanda Williford Carollee Howes 《Early childhood research quarterly》2014
The present study examined the pattern of associations over time between the quality of observed interactions and exposure to features of an effective coaching model for 170 preschool teachers enrolled in a study investigating professional development impacts. Using a treatment-on-the-treated approach, teachers exposed to a greater number of cycles of coaching showed more improvement in classroom interactions over the year. More specifically, of the two components of treatment examined, video exemplars and individual coaching prompts, exposure to prompts was associated with growth from baseline in instructionally supportive interactions while watching video exemplars was associated with growth in emotionally supportive behaviors in analysis of linear effects. Watching emotional support video exemplars was negatively associated with growth in classroom organization behaviors. The non-linear pattern of these associations suggested that the initial dosage of prompts created observable effects on instructional support, but after a certain point additional dosage was not effective. Conversely, initial dosage did not create observable effects on emotional support, but improvement was observed after exposure to a certain minimum dosage of time watching video exemplars. The results have implications for the design, delivery, and focus of professional development for early childhood educators. 相似文献
20.
This study examines changes in attitudes, teaching efficacy, and concerns about inclusive education in a sample of 2361 teachers in Hong Kong who took a professional learning course about inclusive education. Participants completed a questionnaire seeking demographic information and their perceptions about these three aspects of inclusive education both before and after their course. Items were selected from the Sentiments, Attitudes, and Concerns about Inclusive Education Scale Revised and Teacher Efficacy for Inclusive Practices scales that were of relevance to the objectives of this study. The results indicate that in all three areas of acceptance, teaching efficacy, and concerns about inclusive education, positive improvements were made as a result of training, although generally this improvement was strongest in areas that teachers felt were under their direct control. The small amount of change in areas that teachers felt were not under their control may indicate that whatever change initiatives are put in place, they need to be holistic and systemic. 相似文献