Auditing for Score Inflation Using Self-Monitoring Assessments: Findings From Three Pilot Studies     

Daniel Koretz  Jennifer L. Jennings  Hui Leng Ng  Carol Yu  David Braslow  Meredith Langi 《Educational Assessment》2016,21(4):231-247

Test-based accountability often produces score inflation. Most studies have evaluated inflation by comparing trends on a high-stakes test and a lower stakes audit test. However, Koretz and Beguin (2010) noted weaknesses of audit tests and suggested self-monitoring assessments (SMAs), which incorporate audit items into high-stakes tests. This article reports the first three trials of SMAs, evaluating whether SMAs can detect inflation that had already been documented. The studies were conducted with mathematics tests in three grades. Despite severe conservative biases, the audit component functioned as expected in many of the trials. The difference in performance between nonaudit and audit items was associated with factors that earlier research showed to be related to test preparation and score inflation, such as scoring just below the Proficient cut in the previous year and school poverty. However, a number of null findings underscore the need for additional research into the design of audit items.  相似文献   

Reassessing “a statewide study of ECE and non-ECE schools on reading achievement, grades 2 and 3, based on the California assessment program results”     

Richard Hill  David Gordon  David Sweet 《Studies in Educational Evaluation》1977,3(3):207-214

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Processing of identity and conditional relations in monkeys (Cebus apella) and pigeons (Columba livid)     

D’Amato  M. R.  Salmon  David P.  Loukas  Eric  Tomie  Art 《Learning & behavior》1986,14(4):365-373

Learning & Behavior - As a test of differential processing of identity and conditional relations, subjects were first highly trained on 0-sec delay identity matching (IM) and conditional...  相似文献   

Problems of the Selection and Professional Orientation of Soviet Pegagogical Students     

Janet M. D. Higgins 《比较教育学》1976,12(2):157-162

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Does early reading failure decrease children's reading motivation?     

Morgan PL  Fuchs D  Compton DL  Cordray DS  Fuchs LS 《Journal of learning disabilities》2008,41(5):387-404

The authors used a pretest-posttest control group design with random assignment to evaluate whether early reading failure decreases children's motivation to practice reading. First, they investigated whether 60 first-grade children would report substantially different levels of interest in reading as a function of their relative success or failure in learning to read. Second, they evaluated whether increasing the word reading ability of 15 at-risk children would lead to gains in their motivation to read. Multivariate analyses of variance suggest marked differences in both motivation and reading practice between skilled and unskilled readers. However, bolstering at-risk children's word reading ability did not yield evidence of a causal relationship between early reading failure and decreased motivation to engage in reading activities. Instead, hierarchical regression analyses indicate a covarying relationship among early reading failure, poor motivation, and avoidance of reading.  相似文献   

Developing a Personal Grading Plan   总被引：1，自引：0，他引：1  

David A. Frisbie  Kristie K. Waltman 《Educational Measurement》1992,11(3):35-42

The purpose of this instructional module is to assist teachers in developing defensible grading practices that effectively and fairly communicate students' achievement status to their parents. In formulating such practices, it is essential that teachers first consider their personal grading philosophy and then create a compatible personal grading plan. The module delineates key philosophical issues that should be addressed and then outlines the procedural steps essential to establishing a grading plan. Finally, the features of several common methods of absolute and relative grading are compared.  相似文献   

Linguistic minorities in England: a report from the linguistic minorities project : University of London Institute of Education, 1983, 186 pp., £2.95     

David Stephens 《International Journal of Educational Development》1985,5(4):327-328

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Intramaze cues and “odor trails” fail to direct choice behavior on an elevated maze     

David S. Olton  Christine Collison 《Learning & behavior》1979,7(2):221-223

The relative importance of intramaze cues and extramaze cues in directing choice behavior on a radial arm maze was examined using a discrimination procedure which selectively rewarded rats for following only one set of cues. Rats in the intramaze group obtained food from a food cup on the end of each arm. Rats in the extramaze group obtained food from a food cup on a small platform just beyond the end of each arm. All rats were first shaped to perform correctly with the maze in a constant position. Then the maze was rotated to a new position after every choice. For rats in the intramaze group, the food moved with the arms, making intramaze cues relevant. For rats in the extramaze group, the food remained on the platforms (in the same position in the room), making extramaze cues relevant. Rats in the extramaze group performed almost perfectly during maze rotation, demonstrating that intramaze cues were not necessary to support accurate choice behavior. Rats in the intramaze group never performed better than chance, demonstrating that intramaze cues (from the rats, the reinforcement, and the apparatus) were not adequate to control choice behavior. The results of the present experiment are compared to those of other experiments describing the influence of “odor trails” or other olfactory stimuli on choice behavior in mazes.  相似文献   

Components of instruction toward a theoretical tool for instructional design   总被引：1，自引：0，他引：1  

Merrill  M. David 《Instructional Science》2001,29(4-5):291-310

This article defines primary knowledgecomponents for entities, actions, andprocesses. It also defines primaryinstructional strategy components. It proposesthat a different combination of strategy andknowledge components is required for differentkinds of instructional goals. It furtherproposes that if these fundamentalstrategy-knowledge component combinations arenot present that there will be a decrement inthe student's effective and efficientacquisition of the desired knowledge and skill.It further proposes that the underlyingarchitecture of an instructional strategy is acombination of primary strategy components andprimary knowledge components appropriate for,and consistent with, a given instructionalgoal. Instructional components are a theoreticaltool. They are not a method or developmentprocedure. These instructional strategy andknowledge components can be imbedded in a widevariety of different instructionalarchitectures based on a variety of differentphilosophical orientations. It is hoped thatone of the primary benefits of instructionalcomponents is to provide a common vocabularythat will enable designers, theorists, andinstructional developers to more clearlydescribe their products and procedures.  相似文献   

A comparison of Carnegie and NCES data on postsecondary faculty: Ambiguities and disjunctures     

David W. Leslie  Elaine C. Fygetakis 《Research in higher education》1992,33(4):447-465

This paper compares the results of NCES and Carnegie surveys of postsecondary faculty to identify points of agreement and disagreement between them, and to contrast the respective survey results to other recent research on faculty. The two surveys utilized differently constructed samples, experienced different response rates, and employed different weighting schemes for purposes of analyzing and interpreting the results. Certain important inconsistencies in the results of the two surveys were observed and the paper provides a critical analysis of methodological and interpretive issues raised in a comparison of the surveys' results.  相似文献