National Center for Research on Evaluation, Standards, and Student Testing最新文献

Evaluation of Seeds of Science/Roots of Reading: Effective Tools for Developing Literacy through Science in the Early Grades-Light Energy Unit. CRESST Report 781. 科学的种子/阅读的根的评价:通过科学在早期发展读写能力的有效工具-光能单位。781号报告。

National Center for Research on Evaluation, Standards, and Student Testing Pub Date : 2011-01-01 DOI: 10.1037/e642032011-001

P. Goldschmidt, Hyekyung Jung

引用次数: 14

Accessible Reading Assessments for Students with Disabilities: The Role of Cognitive, Grammatical, Lexical, and Textual/Visual Features. CRESST Report 785. 残疾学生无障碍阅读评估:认知、语法、词汇和文本/视觉特征的作用。785号报告。

National Center for Research on Evaluation, Standards, and Student Testing Pub Date : 2011-01-01 DOI: 10.1037/e642002011-001

J. Abedi, Seth Leon, Jenny C. Kao, R. Bayley, Nancy Ewers, J. Herman, Kimberly Mundhenk

引用次数: 13

Aligning Instruction and Assessment with Game and Simulation Design. CRESST Report 780. 将教学和评估与游戏和模拟设计相结合。报告780。

National Center for Research on Evaluation, Standards, and Student Testing Pub Date : 2011-01-01 DOI: 10.1037/e642042011-001

Richard Wainess, Alan Koenig, Deirdre Kerr

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引用次数: 13

Preparing Students for the 21st Century: Exploring the Effect of Afterschool Participation on Students' Collaboration Skills, Oral Communication Skills, and Self-Efficacy. CRESST Report 777. 为21世纪的学生做准备:探讨课外参与对学生协作能力、口头沟通能力和自我效能感的影响。报告777。

National Center for Research on Evaluation, Standards, and Student Testing Pub Date : 2010-12-01 DOI: 10.1037/e642072011-001

D. Huang, Seth Leon, Cheri L. Hodson, Deborah La Torre, N. Obregon, Gwendelyn J. Rivera

引用次数: 16

Examining Practices of Staff Recruitment and Retention in Four High-Functioning Afterschool Programs: Extended Study from the National Afterschool Partnership Report. CRESST Report 769. 考察四个高功能课外项目中员工招聘和保留的实践:来自国家课外伙伴关系报告的扩展研究。769号报告。

National Center for Research on Evaluation, Standards, and Student Testing Pub Date : 2010-03-01 DOI: 10.1037/e642232011-001

D. Huang, Jamie Cho, Hannah H. Nam, Deborah La Torre, Christine Oh, Aletha M. Harven, Lindsay Pérez Huber, Zena H. Rudo, Sarah L. Caverly

{"title":"Examining Practices of Staff Recruitment and Retention in Four High-Functioning Afterschool Programs: Extended Study from the National Afterschool Partnership Report. CRESST Report 769.","authors":"D. Huang, Jamie Cho, Hannah H. Nam, Deborah La Torre, Christine Oh, Aletha M. Harven, Lindsay Pérez Huber, Zena H. Rudo, Sarah L. Caverly","doi":"10.1037/e642232011-001","DOIUrl":"https://doi.org/10.1037/e642232011-001","url":null,"abstract":"This study describes how staff qualifications, decisions on staffing procedures, and professional development opportunities support the recruitment and retention of quality staff members. Four high-functioning programs were identified. Qualitative procedures and instruments were designed to capture staff and parents’ emic perspectives about relationships and professional development. Study findings revealed that all staff across the four afterschool programs consistently reported an intrinsic reason for working in their program. Interview data implied that program incentives such as a career ladder and an ascending pay scale were not enticing enough to recruit or retain staff. The decisions to stay with a program tend to be altruistic in nature, such as to provide academic, social, or emotional support for the students. Thus, at these four programs, the motivation for the staff to stay with the programs could be the organized environments, clear program structures, open communication, clear program goals, consistent expectations, positive relationships, and program climates that foster staff efficacy in “making a difference” in their students’ lives. Thus, promoting strategies in enhancing staff efficacy, such as empowering staff with decision-making and providing professional development opportunities to enhance their professional skills could help programs to recruit and retain quality staff members.","PeriodicalId":19116,"journal":{"name":"National Center for Research on Evaluation, Standards, and Student Testing","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2010-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89496685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

What Works? Common Practices in High Functioning Afterschool Programs across the Nation in Math, Reading, Science, Arts, Technology, and Homework--A Study by the National Partnership. The Afterschool Program Assessment Guide. CRESST Report 768. 工作什么?全国范围内在数学、阅读、科学、艺术、技术和家庭作业方面的高功能课外项目的常见做法——一项由国家合作组织进行的研究。课后活动评估指南。768号报告。

National Center for Research on Evaluation, Standards, and Student Testing Pub Date : 2010-03-01 DOI: 10.1037/e642382011-001

D. Huang, Jamie Cho, S. Mostafavi, Hannah H. Nam, Christine Oh, Aletha M. Harven, Seth Leon

引用次数: 8

Improving the Validity of English Language Learner Assessment Systems. Executive Summary. Policy Brief 10, Spring 2010. 提高英语学习者评价体系的有效性。执行概要。政策简报10,2010年春季。

National Center for Research on Evaluation, Standards, and Student Testing Pub Date : 2010-01-01 DOI: 10.1037/e685352011-001

M. Wolf, J. Herman, R. Dietel

引用次数: 15

A Circle of Learning: Children and Adults Growing Together in LA's BEST. CRESST Report 758. 一个学习的圈子:儿童和成人一起成长在洛杉矶最好的。758号报告。

National Center for Research on Evaluation, Standards, and Student Testing Pub Date : 2009-05-01 DOI: 10.1037/e642652011-001

D. Huang, Deborah La Torre, Nikki Duong, Lindsay Pérez Huber, Seth Leon, Christine Oh

引用次数: 0

The Influence of Cognitive and Non-Cognitive Factors on the Development of Rifle Marksmanship Skills. CRESST Report 753. 认知与非认知因素对步枪射击技能发展的影响。报告753。

National Center for Research on Evaluation, Standards, and Student Testing Pub Date : 2009-03-01 DOI: 10.1037/e642782011-001

Gregory K. W. K. Chung, Sam O. Nagashima, Paul Espinosa, C. Berka, E. Baker

引用次数: 5

Examining Differential Distractor Functioning in Reading Assessments for Students with Disabilities. CRESST Report 743. 残疾学生阅读评估中差异分心功能的研究。报告743。

National Center for Research on Evaluation, Standards, and Student Testing Pub Date : 2008-09-01 DOI: 10.1037/e642962011-001

J. Abedi, Seth Leon, Jenny C. Kao

{"title":"Examining Differential Distractor Functioning in Reading Assessments for Students with Disabilities. CRESST Report 743.","authors":"J. Abedi, Seth Leon, Jenny C. Kao","doi":"10.1037/e642962011-001","DOIUrl":"https://doi.org/10.1037/e642962011-001","url":null,"abstract":"This study examines the incorrect response choices, or distractors, by students with disabilities in standardized reading assessments. Differential distractor functioning (DDF) analysis differs from differential item functioning (DIF) analysis, which treats all answers alike and examines all wrong answers against the correct answer. DDF analysis in contrast examines only the incorrect answers. If different groups, such as students with disabilities and students without disabilities, selected different incorrect responses to an item, then the item could mean something different to the different groups. Our study results found items showing DDF for students with disabilities in Grade 9, but not for Grade 3. Results also suggest that items showing DDF were more likely to be located in the second half of the assessments rather than the first half of the assessments. Additionally, results suggest that in items showing DDF, students with disabilities were less likely to choose the most common distractor than students without disabilities. Results of this study can shed light on potential factors affecting the accessibility of reading assessments for students with disabilities, in an ultimate effort to provide assessment tools that are conceptually and psychometrically sound for all students. A companion report is available examining differential item functioning for students with disabilities.","PeriodicalId":19116,"journal":{"name":"National Center for Research on Evaluation, Standards, and Student Testing","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2008-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83542556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 26