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1.
Systematic Comparison of Decision Accuracy of Complex Compensatory Decision Rules Combining Multiple Tests in a Higher Education Context 
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下载免费PDF全文 Iris E. Yocarini Samantha Bouwmeester Guus Smeets Lidia R. Arends 《Educational Measurement》2018,37(3):24-39
This real‐data‐guided simulation study systematically evaluated the decision accuracy of complex decision rules combining multiple tests within different realistic curricula. Specifically, complex decision rules combining conjunctive aspects and compensatory aspects were evaluated. A conjunctive aspect requires a minimum level of performance, whereas a compensatory aspect requires an average level of performance. Simulations were performed to obtain students' true and observed score distributions and to manipulate several factors relevant to a higher education curriculum in practice. The results showed that the decision accuracy depends on the conjunctive (required minimum grade) and compensatory (required grade point average) aspects and their combination. Overall, within a complex compensatory decision rule the false negative rate is lower and the false positive rate higher compared to a conjunctive decision rule. For a conjunctive decision rule the reverse is true. Which rule is more accurate also depends on the average test reliability, average test correlation, and the number of reexaminations. This comparison highlights the importance of evaluating decision accuracy in high‐stake decisions, considering both the specific rule as well as the selected measures. 相似文献
2.
George Psacharopoulos Jorge Valenzuela Mary Arends 《Economics of Education Review》1996,15(4):401-406
In this paper we use data from household surveys of 12 Latin American countries to assess how teacher salaries compare to workers in other occupations. The results show great variability from one country to another, ranging from an apparent underpayment of teachers in Bolivia by 35% relative to the control group, and a respective overpayment of 65% in Colombia. However, when statistical controls are introduced for the differential education, hours worked and gender composition between teachers and the comparison group, much of the earnings differential between the two groups disappears. On the basis of this finding, we cannot support the position that teachers are either overpaid or underpaid. 相似文献
3.
This article describes the Dutch Government's policy on equal opportunities in education. The Dutch policy is compared to the policy of the Inner London Education Authority (ILEA). The authors consider the extent to which the methods used by the Dutch Government and the ILEA reflect different conceptualisations of the problem of sex inequality and different implementation strategies. Special attention is paid to the aims of both policies in terms of the different feminist strategies of equality and difference, and in terms of different feminist positions: liberal versus radical feminism. 相似文献
4.
Mariska Okkinga Roel van Steensel Amos J. S. van Gelderen Erik van Schooten Peter J. C. Sleegers Lidia R. Arends 《Educational Psychology Review》2018,30(4):1215-1239
Research has demonstrated that in controlled experiments in which small groups are being tutored by researchers, reading-strategy instruction is highly effective in fostering reading comprehension (Palincsar & Brown, Cognition and Instruction, 1(2), 117–175, 1984). It is unclear, however, whether reading-strategy interventions are equally effective in whole-classroom situations in which the teacher is the sole instructor for the whole class. This meta-analysis focuses on the effects of reading-strategy interventions in whole-classroom settings. Results of studies on the effectiveness of reading-strategy interventions in whole-classroom settings were summarized (Nstudies?=?52, K?=?125) to determine the overall effects on reading comprehension and strategic ability. In addition, moderator effects of intervention, study, and student characteristics were explored. The analysis demonstrated a very small effect on reading comprehension (Cohen’s d?=?.186) for standardized tests and a small effect (Cohen’s d?=?.431) on researcher-developed reading comprehension tests. A medium overall effect was found for strategic ability (Cohen’s d?=?.786). Intervention effects tended to be lower for studies that did not control for the hierarchical structure of the data (i.e. multilevel analyses).For interventions in which “setting reading goals” was part of the reading-strategy package, effects tended to be larger. In addition, effects were larger for interventions in which the trainer was the researcher as opposed to teachers and effect sizes tended to be larger for studies conducted in grades 6–8. Implications of these findings for future research and educational practice are discussed. 相似文献
5.
Abstract
ICT skills are critical to the success of enhancing national development in a globalised era (see World Bank 2006). Rudimentary intermediate-level ICT skills necessary to function optimally in basic computer-related environments are crucial
to national competitiveness in a developing context. The supply of these skills provided predominantly by private, non-state
institutions in most developing contexts is considerably under-researched (see Atchoarena and Esquieu 2002). This paper provides a rationale for the suitability of private sector intermediate-level ICT provisioning, exploring peculiarities
of provisioning in the South African context. The features associated with the varied provider types and the response to the
multiplicity of learner and client groups serve as crucial features of suitability. It posits the view that the capacity of
the sector to respond effectively to skill needs provides the basis for national development in the South African context.
The culpability of the sector in responding effectively to rapid technological developments provides the basis for its suitability
to private provision forms. Lessons from this work and its impacts on national regulation of private ICT provision will provide
important insights for other developing contexts.
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| Fabian ArendsEmail: |
6.
Rob Kickert Marieke Meeuwisse Karen M. Stegers-Jager Gabriela V. Koppenol-Gonzalez Lidia R. Arends Peter Prinzie 《Assessment & Evaluation in Higher Education》2019,44(8):1177-1190
AbstractDespite the frequently reported association of characteristics of assessment policies with academic performance, the mechanisms through which these policies affect performance are largely unknown. Therefore, the current research investigated performance, motivation and self-regulation for two groups of students following the same statistics course, but under two assessment policies: education and child studies (ECS) students studied under an assessment policy with relatively higher stakes, a higher performance standard and a lower resit standard, compared with Psychology students. Results show similar initial performance, but more use of resits and higher final performance (post-resit) under the ECS policy compared with the psychology policy. In terms of motivation and self-regulation, under the ECS policy significantly higher minimum grade goals, performance self-efficacy, task value, time and study environment management, and test anxiety were observed, but there were no significant differences in aimed grade goals, academic self-efficacy and effort regulation. The relations of motivational and self-regulatory factors with academic performance were similar between both assessment policies. Thus, educators should be keenly aware of how characteristics of assessment policies are related to students’ motivation, self-regulation and academic performance. 相似文献
7.
The purpose of this study is to test empirically whether and how classroom and school factors contribute to student mathematics learning gains in the border region of North West province, South Africa and Southeastern Botswana. Our results suggest that in both regions, improving teaching quality has an important impact on how much mathematics students learn during the year. The amount of effort put into covering the curriculum and teacher mathematics knowledge are also important factors in the learning gains students make in grade 6 classrooms in southern Africa. 相似文献
8.
ABSTRACTPanel paintings are essentially wooden boards painted on one side. Due to the vapor resistance of the paint layer, changing ambient conditions lead to exchange of moisture on only one surface. Subsequently, a non-uniform moisture content profile is formed across the thickness of the board. As a result, differential expansion causes the board to bend in case of no mechanical restriction, or it leads to a build-up of stresses inside the material if restrained. Experiments with oak boards sealed on one side and exposed to a change in the ambient relative humidity (RH) were performed. By scaling, the response of any board with different thickness can be predicted. Since the bending of the board can be described as a linear system behavior, the frequency response can be predicted based on the step response. In combination with critical strains for wood and gesso from the literature, this gives insight into allowable RH fluctuations in terms of frequency and amplitude for different board thicknesses. 相似文献
9.
Iris E. Yocarini Samantha Bouwmeester Guus Smeets Lidia R. Arends 《Assessment & Evaluation in Higher Education》2020,45(5):728-740
AbstractIn this study, the consequences of allowing course compensation in a higher education academic dismissal policy are evaluated by examining performance on a second-year follow-up (i.e. sequel) course that builds on material from a first-year precursor course. Up to now, differences in the consequences of compensation on student performance across groups of students who portray different unobserved study processes were not considered. In this study we used a latent class regression model to distinguish latent groups of students. Data from two undergraduate curricula were used and latent classes were formed based on similar patterns in averages, variability in grades, the number of compensated courses, and the number of retakes in the first year. Results show that students can be distinguished by three latent classes. Although the first-year precursor course is compensated in each of these latent classes, low performance on the precursor course results in low performance on the second-year sequel course for psychology students who belong to a class in which the average across first-year courses is low and the average number of compensated courses and retakes are high. For these students, compensation on a precursor course seems more likely to relate to insufficient performance on a sequel course. 相似文献
10.
Sanne G. A. van Herpen Marieke Meeuwisse W. H. Adriaan Hofman Sabine E. Severiens Lidia R. Arends 《Educational Research and Evaluation》2017,23(1-2):52-72
Given the large number of dropouts in the 1st year at university, it is important to identify early predictors of 1st-year academic success. The present study (n = 453 first-year students) contributes to literature on the transition from secondary to higher education by investigating how the non-cognitive factors pre-university effort and pre-university academic self-efficacy influence 1st-year retention at university. In addition, we examined pre-university reasons for attending university and whether these reasons were related to 1st-year retention. Multinomial logistic regression analyses showed that pre-university effort positively predicted 1st-year retention, whereas pre-university academic self-efficacy did not. With exploratory factor analysis and confirmatory factor analysis, we identified six pre-university reasons for attending university: career perspective, personal development, compliance with the social environment, attractiveness of the institution, recommended by others, and location. None of the pre-university reasons appeared to significantly predict 1st-year retention. Implications for research and practice are discussed. 相似文献