Estimating parallel form reliability from one administration of a criterion-referenced test: A computer program for practitioners     

Robert Saltstone  Ken Stange  Ted Chase 《Psychology in the schools》1989,26(3):249-253

Reliability of a criterion-referenced test is often viewed as the consistency with which individuals who have taken two strictly parallel forms of a test are classified as being masters or nonmasters. However, in practice, it is rarely possible to retest students, especially with equivalent forms. For this reason, methods for making conservative approximations of alternate form (or test-retest “without the effects of testing”) reliability have been developed. Because these methods are computationally tedious and require some psychometric sophistication, they have rarely been used by teachers and school psychologists. This paper (a) describes one method (Subkoviak's) for estimating alternate-form reliability from one administration of a criterion-referenced test and (b) describes a computer program developed by the authors that will handle tests containing hundreds of items for large numbers of examinees and allow any test user to apply the technique described. The program is a superior alternative to other methods of simplifying this estimation procedure that rely upon tables; a user can check classification consistency estimates for several prospective cut scores directly from a data file, without having to make prior calculations.  相似文献   

Developing an automated writing placement system for ESL learners     

Helen Yannakoudakis  Øistein E Andersen  Ted Briscoe  Diane Nicholls 《教育实用测度》2018,31(3):251-267

ABSTRACT

There are quite a few challenges in the development of an automated writing placement model for non-native English learners, among them the fact that exams that encompass the full range of language proficiency exhibited at different stages of learning are hard to design. However, acquisition of appropriate training data that are relevant to the task at hand is essential in the development of the model. Using the Cambridge Learner Corpus writing scores, which have been subsequently benchmarked to Common European Framework of Reference for Languages (CEFR) levels, we conceptualize the task as a supervised machine learning problem, and primarily focus on developing a generic writing model. Such an approach facilitates the modeling of truly consistent, internal marking criteria regardless of the prompt delivered, which has the additional advantage of requiring smaller dataset sizes and not necessarily requiring re-training or tuning for new tasks. The system is developed to predict someone’s proficiency level on the CEFR scale, which allows learners to point to a specific standard of achievement. We furthermore integrate our model into Cambridge English Write & Improve^TM—a freely available, cloud-based tool that automatically provides diagnostic feedback to non-native English language learners at different levels of granularity—and examine its use.  相似文献   

Cultural Studies, “So‐Called”     

Ted Striphas 《Review of Education, Pedagogy & Cultural Studies》2013,35(1):27-45

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Erratum     

Ted Tapper 《Perspectives: Policy and Practice in Higher Education》2013,17(4)

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From Vocational to Higher Education: An International Perspective     

Ted Tapper 《Perspectives: Policy and Practice in Higher Education》2013,17(4):135-136

This paper explores the value of explaining contextual admissions policy directives through the conceptual lenses of meritocracy and social reproduction. It is suggested that examining these concepts can assist in highlighting some of the ideological and practical complexities associated with contextual admissions whilst providing opportunities to engage with wider debates concerning affirmative action in higher education policy.  相似文献   

Public Service on the Brink     

Ted Tapper 《Perspectives: Policy and Practice in Higher Education》2013,17(3):106-107

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Editorial     

Elizabeth Wellburn  Leslee Francis  Ted Riecken  Pierce Farragher 《Technology, Pedagogy and Education》2013,22(2):155-158

ABSTRACT

This paper describes a staff development project involving school‐university collaborative research. While computer technology was being implemented at Bayside Middle School, teachers engaged in action research projects. This form of professional development links personally relevant questions of teaching practice with academic theories of learning. Research findings are discussed, along with implications of action research as a model for staff development.  相似文献   

Sexual health discussions between African-American mothers and mothers of Latino descent and their children     

Ashley Murray  Monica U. Ellis  Ted Castellanos  Zaneta Gaul  Madeline Y. Sutton  Carl D. Sneed 《Sex education》2014,14(5):597-608

We examined approaches used by African-American mothers and mothers of Latino descent for informal sex-related discussions with their children to inform sexually transmitted infection (STI)/HIV intervention development efforts. We recruited mothers (of children aged 12–15) from youth service agencies and a university in southern California. Fourteen focus groups were conducted: eight with African-American mothers (n = 31) and six with mothers of Latino descent (n = 24). Data were transcribed, coded for most common themes by four of the authors and reviewed for differences by gender of child. Four key themes emerged when focusing on parent–child discussions about sex: (1) sexual activity discussions took place for both sons and daughters; (2) protection from STI/HIV and pregnancy was a key topic; (3) the use of a direct, honest approach was preferred by mothers; and (4) seizing the moment was important for discussion opportunities. These data help broaden our understanding about the strategies used by African-American mothers and mothers of Latino descent for sexual health discussions with their sons and daughters. Evaluations of these for their potential impact on youth sexual health outcomes are warranted. The data can also contribute to the development of new culturally tailored parent–child communication strategies and HIV prevention interventions for young people of colour.  相似文献   

The Development of Provision for Young People with Emotional and Behavioural Difficulties: An activity theory analysis     

Harry Daniels  Ted Cole 《牛津教育评论》2013,39(2-3):311-329

In this article we consider aspects of past and continuing transformations in specific forms of social practice relating to educational services for young people now described as having emotional and behavioural difficulties (EBD). Our particular concern is the evolution of this provision and how historical dilemmas and tensions are relevant to explaining present and likely future developments. We believe that the framework of Activity Theory, not previously employed in this field, is a useful aid to analysis and facilitates wider understanding.  相似文献   

Symbolic Storytelling,Freedom Movements,and Church Education: Cesar Chavez as Virtuoso of Identity     

Ted Newell 《Religious education (Chicago, Ill.)》2013,108(5):543-553

Freedom movements historically have shown power to transform social and personal identity. Absorbing the narrative of a movement can lead to something not unlike conversion. Accepting the truth of a movement's story implies change in who one believes oneself to be and may reorient one's life story. Movements like Cesar Chavez's National Farm Workers Association of the 1960s offer a distinctive reading of history that refocuses individual and collective memory around a cause. In this article, I explore one movement's holistic approach and urge that church education should be re-imagined as comprehensive storytelling.  相似文献