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Yi‐Hsuan Lee Shelby J. Haberman Neil J. Dorans 《Journal of Educational Measurement》2019,56(2):452-472
In many educational tests, both multiple‐choice (MC) and constructed‐response (CR) sections are used to measure different constructs. In many common cases, security concerns lead to the use of form‐specific CR items that cannot be used for equating test scores, along with MC sections that can be linked to previous test forms via common items. In such cases, adjustment by minimum discriminant information may be used to link CR section scores and composite scores based on both MC and CR sections. This approach is an innovative extension that addresses the long‐standing issue of linking CR test scores across test forms in the absence of common items in educational measurement. It is applied to a series of administrations from an international language assessment with MC sections for receptive skills and CR sections for productive skills. To assess the linking results, harmonic regression is applied to examine the effects of the proposed linking method on score stability, among several analyses for evaluation. 相似文献
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Candice L. Shelby 《The Educational forum》2013,77(4):337-342
This article uses the Kentucky portfolio assessment to illustrate ways a sophisticated writing requirement can stimulate statewide professional development and school change. Though the authors question the accountability function of the assessment, they applaud the broad and deep professional development movement that has resulted because of it. They conclude that this particular high-stakes test has benefits for teachers and students that far outweigh its limitations as an accountability instrument. 相似文献
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The synthetic function is a weighted average of the identity (the linking function for forms that are known to be completely parallel) and a traditional equating method. The purpose of the present study was to investigate the benefits of the synthetic function on small-sample equating using various real data sets gathered from different administrations of tests from a licensure testing program. We investigated the chained linear, Tucker, Levine, and mean equating methods, along with the identity and the synthetic functions with small samples (N = 19 to 70). The synthetic function did not perform as well as did other linear equating methods because test forms differed markedly in difficulty; thus, the use of the identity function produced substantial bias. The effectiveness of the synthetic function depended on the forms' similarity in difficulty. 相似文献
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Employee engagement has been shown to be related to higher organizational productivity and profitability, among other favorable outcomes; however, there is disagreement in the literature regarding the definition of employee engagement and how employees enact their engagement. The current study explored how employees of a cooperative communicatively displayed their own engagement to others inside and outside of the organization. Fifteen semi-structured interviews with employees were conducted and analyzed using thematic analysis. Results showed that employees displayed their engagement to others through external displays, which contradicts past research done on employee engagement. The study also revealed that social exchanges occurred between the organization and the employees. The ways in which employees communicated their engagement was a direct response to the exchanges occurring between these multiple stakeholders. 相似文献
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Sharing similar cognitive structures among team members is one key element for the collective to solve problems and work more efficiently (DeChurch & Mesmer‐Magnus, 2010). Research has shown that team cognition is positively associated with team performance in both organizational and educational settings. Team shared cognition constructs are relatively new constructs and have been identified in the literature as team mental models, shared mental models, information sharing, transactive memory systems, cognitive congruence, and group learning. Cannon‐Bowers and Salas (2001) called for better measures of shared cognition to be developed, partially through the integration of shared cognition measures across disciplines. The purpose of this meta‐analysis is to look at these six team cognition constructs in an effort to help identify which measure, if any, results in predicting team performance best. Results indicated that information sharing was statistically significant compared to team mental memory and group learning, and marginally significant compared to transactive memory systems. Additionally, shared mental models and cognitive congruence showed higher associations with performance compared to team mental models, group learning, and transactive memory systems. 相似文献