排序方式： 共有7条查询结果，搜索用时 234 毫秒
1
1.
Calibration and equating is the quintessential necessity for most large‐scale educational assessments. However, there are instances when no consideration is given to the equating process in terms of context and substantive realization, and the methods used in its execution. In the view of the authors, equating is not merely an exhibit of the statistical methodology, but it is also a reflection of the thought process undertaken in its execution. For example, there is hardly any discussion in literature of the ideological differences in the selection of an equating method. Furthermore, there is little evidence of modeling cohort growth through an identification and use of construct‐relevant linking items’ drift, using the common item nonequivalent group equating design. In this article, the authors philosophically justify the use of Huynh's statistical method for the identification of construct‐relevant outliers in the linking pool. The article also dispels the perception of scale instability associated with the inclusion of construct‐relevant outliers in the linking item pool and concludes that an appreciation of the rationale used in the selection of the equating method, together with the use of linking items in modeling cohort growth, can be beneficial to the practitioners. 相似文献
2.
Most formative assessments rely on the performance status of a student at a particular time point. However, such a method does not provide any information on the propensity of the student to achieve a predetermined target score or whether the student is performing as per the expectations from identical students with the same history of academic achievement. Although such a trend has been proposed via the use of the student growth percentiles (SGPs), most of the work associated with SGPs has focused mainly on teacher and school accountability. In this article, however, we illustrate examples in the use of SGPs and entry growth percentile scores to monitor students' learning progress. Monitoring students' learning trends, evaluated in the context of their SGPs and their propensity to achieve the target score, would likely yield meaningful differential information even for students with the same score at a particular point in time. 相似文献
3.
Literature in the United States provides many examples of no difference in student achievement when measured against the mode of test administration i.e., paper‐pencil and online versions of the test. However, most of these researches centre on ‘regular’ students who do not require differential teaching methods or different evaluation processes and techniques. This research provides evidence that students who have learning disabilities, like their counterparts in the regular educational programme, do not lag behind in computer adaptation and use. The study, using differential item functioning analysis with an ‘external’ variable and an analysis of covariance, shows that items and tests can be created to have no practical differences in the mode of administration for this special group of students, and as such, is in keeping with the trend for using online testing with its many advantages (cost savings, flexibility in administration, etc.) in lieu of the paper and pencil version of the test. 相似文献
4.
The relations among students’ motivational beliefs, cognitive processes, and academic achievement were investigated. A 51-item
questionnaire together with a mathematics achievement test was administered to 459 fifth graders in Korean elementary school
mathematics classrooms. Results indicated that, in general, students’ cognitive processes related closely to competence beliefs,
task values, and achievement goals, and more importantly their success or failure in mathematics achievement was closely linked
to competence beliefs, performance-avoidance goals, and persistence strategies. Positive evidence of performance-approach
goals was observed in math learning relative to task goals. As expected, performance-avoidance goals turned out to be detrimental
to students’ math learning. These findings are generally congruent with the motivational theories and support the position
that students should be encouraged to adopt task goals and actively involve themselves in math class activities. However,
it also behooves us to recognize the potential benefits of performance-approach goals in different cultural contexts, such
as the Korean elementary school math classrooms. 相似文献
5.
English language learners (ELLs) are the fastest growing subgroup in American schools. These students, by a provision in the reauthorization of the Elementary and Secondary Education Act, are to be supported in their quest for language proficiency through the creation of systems that more effectively measure ELLs’ progress across years. In the past, ELLs’ progress has been based on students’ prior scores measuring the same construct. To disentangle effectiveness from achievement, the reporting has generally targeted mean-group activity. In contrast, student growth percentiles (SGPs) provide a comparison of students’ growth with others who have the same achievement score history. By examining the construct measured by an English language proficiency test as manifested in student scores in Speaking, Listening, Reading and Writing, this article outlines the use of SGPs in providing information on how much each student needs to grow, which will allow educators to more effectively apply differential formative instructional strategies. 相似文献
6.
This qualitative study explores the process of implementing effective online teaching practices through interviews with thirty exemplary instructors. Emergent themes include providing students with constructive feedback, fostering interaction and involvement, facilitating student learning, and maintaining instructor presence and organization. Analyses of the findings and implications for online instruction are presented.An earlier version of this paper was presented at the 2004 Annual Meeting of the Association for the Study of Higher Education.Cassandra C. Lewis is a research assistant at the University of Maryland University College. She is also a doctoral candidate in the department of Education Policy and Leadership at the University of Maryland, College Park. Husein Abdul-Hamid is Associate Provost and Executive Director of the Office of Evaluation, Research, and Grants at the University of Maryland University College. He holds a Ph.D. in Statistics from American University. 相似文献
7.
Using data from a census of private schools in one of Lagos, Nigeria’s administrative jurisdictions, this paper explores the linkages between a heterogeneous sector of private schools and issues of school access, affordability, quality, and ultimately social mobility for households at the bottom of the income distribution. Although a large private education market has buoyed Lagos’s growth towards near-universal primary enrolment, this heterogeneous school sector appears to be providing socially stratifying paths towards educational attainment. We apply Lucas’s theory of effectively maintained inequality to assess the extent to which access to higher quality education services within the private sector is determined by cost. We find that higher-cost private schools provide students with greater opportunities to study in institutions with higher quality inputs and increased potential for progression within the educational system. As such, it is highly likely that these schools are primarily accessible to students at the upper ends of the income distribution. 相似文献
1