Practical Assessment, Research and Evaluation最新文献_第4页

An Application of the Partial Credit IRT Model in Identifying Benchmarks for Polytomous Rating Scale Instruments. 部分信用IRT模型在多重评定量表工具基准识别中的应用。

Practical Assessment, Research and Evaluation Pub Date : 2018-05-01 DOI: 10.7275/1cf3-aq56

Enis Dogan

引用次数: 2

From Simulation to Implementation: Two CAT Case Studies 从模拟到实现:两个CAT案例研究

Practical Assessment, Research and Evaluation Pub Date : 2018-01-01 DOI: 10.7275/BWVG-D091

John J. Barnard

引用次数: 8

Fairness Concerns of Discrete Option Multiple Choice Items. 离散选项多项选择项目的公平性问题。

Practical Assessment, Research and Evaluation Pub Date : 2018-01-01 DOI: 10.7275/JBRV-4E93

Carol Eckerly, Russell J. Smith, J. Sowles

引用次数: 3

A Comparison of Subject Matter Experts’ Perceptions and Job Analysis Surveys 主题专家认知与职业分析调查之比较

Practical Assessment, Research and Evaluation Pub Date : 2018-01-01 DOI: 10.7275/7DEY-ZD62

Adam E. Wyse, Ben Babcock

引用次数: 7

Random Forest as a Predictive Analytics Alternative to Regression in Institutional Research. 随机森林在机构研究中替代回归的预测分析方法。

Practical Assessment, Research and Evaluation Pub Date : 2018-01-01 DOI: 10.7275/1WPR-M024

Lingjun He, R. Levine, J. Fan, Joshua Beemer, Jeanne Stronach

引用次数: 36

An Evaluation of Normal Versus Lognormal Distribution in Data Description and Empirical Analysis 正态分布与对数正态分布在数据描述和实证分析中的评价

Practical Assessment, Research and Evaluation Pub Date : 2017-12-21 DOI: 10.7275/0EAT-HB38

R. Diwakar

{"title":"An Evaluation of Normal Versus Lognormal Distribution in Data Description and Empirical Analysis","authors":"R. Diwakar","doi":"10.7275/0EAT-HB38","DOIUrl":"https://doi.org/10.7275/0EAT-HB38","url":null,"abstract":"Many existing methods of statistical inference and analysis rely heavily on the assumption that the data are normally distributed. However, the normality assumption is not fulfilled when dealing with data which does not contain negative values or are otherwise skewed – a common occurrence in diverse disciplines such as finance, economics, political science, sociology, philology, biology and physical and industrial processes. In this situation, a lognormal distribution may better represent the data than the normal distribution. In this paper, I re-visit the key attributes of the normal and lognormal distributions, and demonstrate through an empirical analysis of the ‘number of political parties' in India, how logarithmic transformation can help in bringing a lognormally distributed data closer to a normal one. The paper also provides further empirical evidence to show that many variables of interest to political and other social scientists could be better modelled using the lognormal distribution. More generally, the paper emphasises the potential for improved description and empirical analysis of quantitative data by paying more attention to its distribution, and complements previous publications in Practical Research and Assessment Evaluation (PARE) on this subject.","PeriodicalId":20361,"journal":{"name":"Practical Assessment, Research and Evaluation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80622306","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: 6

Developing Rubrics to Assess Complex (Generic) Skills in the Classroom: How to Distinguish Skills’ Mastery Levels? 制定评估课堂上复杂(通用)技能的标准:如何区分技能的掌握水平?

Practical Assessment, Research and Evaluation Pub Date : 2017-12-01 DOI: 10.7275/XFP0-8228

E. Rusman, K. Dirkx

{"title":"Developing Rubrics to Assess Complex (Generic) Skills in the Classroom: How to Distinguish Skills’ Mastery Levels?","authors":"E. Rusman, K. Dirkx","doi":"10.7275/XFP0-8228","DOIUrl":"https://doi.org/10.7275/XFP0-8228","url":null,"abstract":"Many schools use analytic rubrics to (formatively) assess complex, generic or transversal (21st century) skills, such as collaborating and presenting. In rubrics, performance indicators on different levels of mastering a skill (e.g., novice, practiced, advanced, talented) are described. However, the dimensions used to describe the different mastery levels vary within and across rubrics and are in many cases not consistent, concise and often trivial, thereby hampering the quality of rubrics used to learn and assess complex skills. In this study we reviewed 600 rubrics available in three international databases (Rubistar, For All Rubrics, i-rubrics) and analyzed the dimensions found within 12 strictly selected rubrics that are currently used to distinguish mastery levels and describe performance indicators for the skill 'collaboration' at secondary schools. These dimensions were subsequently defined and categorized. This resulted in 13 different dimensions, clustered in 6 categories, feasible for defining skills’ mastery levels in rubrics. The identified dimensions can specifically support both teachers and researchers to construct, review and investigate performance indicators for each mastery level of a complex skill. On a more general level, they can support analysis of the overall quality of analytic rubrics to (formatively) assess complex skills.","PeriodicalId":20361,"journal":{"name":"Practical Assessment, Research and Evaluation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82741140","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: 10

The Miscalculation of Interrater Reliability: A Case Study Involving the AAC&U VALUE Rubrics. 互译器可靠性的误算:以AAC&U值准则为例。

Practical Assessment, Research and Evaluation Pub Date : 2017-12-01 DOI: 10.7275/Y36W-HG55

R. F. Szafran

{"title":"The Miscalculation of Interrater Reliability: A Case Study Involving the AAC&U VALUE Rubrics.","authors":"R. F. Szafran","doi":"10.7275/Y36W-HG55","DOIUrl":"https://doi.org/10.7275/Y36W-HG55","url":null,"abstract":"Institutional assessment of student learning objectives has become a fact-of-life in American higher education and the Association of American Colleges and Universities’ (AAC&U) VALUE Rubrics have become a widely adopted evaluation and scoring tool for student work. As faculty from a variety of disciplines, some less familiar with the psychometric literature, are drawn into assessment roles, it is important to point out two easily made but serious errors in what might appear to be one of the more straightforward assessments of measurement quality—interrater reliability. The first error which can occur when a third rater is brought in to adjudicate a discrepancy in the scores reported by an initial two raters has been well-documented in the literature but never before illustrated with AAC&U rubrics. The second error is to cease training before the raters have demonstrated a satisfactory level of interrater reliability. This research note describes an actual case study in which the interrater reliability of the AAC&U rubrics was incorrectly reported and when correctly reported found to be inadequate. The note concludes with recommendations for the correct measurement of interrater reliability.","PeriodicalId":20361,"journal":{"name":"Practical Assessment, Research and Evaluation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79227302","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: 1

Advocating the Broad Use of the Decision Tree Method in Education 提倡在教育中广泛运用决策树方法

Practical Assessment, Research and Evaluation Pub Date : 2017-11-01 DOI: 10.7275/2W3N-0F07

C. Gomes, L. Almeida

{"title":"Advocating the Broad Use of the Decision Tree Method in Education","authors":"C. Gomes, L. Almeida","doi":"10.7275/2W3N-0F07","DOIUrl":"https://doi.org/10.7275/2W3N-0F07","url":null,"abstract":"Predictive studies have been widely undertaken in the field of education to provide strategic information about the extensive set of processes related to teaching and learning, as well as about what variables predict certain educational outcomes, such as academic achievement or dropout. As in any other area, there is a set of standard techniques that is usually used in predictive studies in the field education. Even though the Decision Tree Method is a well-known and standard approach in Data Mining and Machine Learning, and is broadly used in data science since the 1980's, this method is not part of the mainstream techniques used in predictive studies in the field of education. In this paper, we support a broad use of the Decision Tree Method in education. Instead of presenting formal algorithms or mathematical axioms to present the Decision Tree Method, we strictly present the method in practical terms, focusing on the rationale of the method, on how to interpret its results, and also, on the reasons why it should be broadly applied. We first show the modus operandi of the Decision Tree Method through a didactic example; afterwards, we apply the method in a classification task, in order to analyze specific educational data.","PeriodicalId":20361,"journal":{"name":"Practical Assessment, Research and Evaluation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77680146","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: 22

Effective Use of Formative Assessment by High School Teachers. 高中教师对形成性评价的有效运用。

Practical Assessment, Research and Evaluation Pub Date : 2017-10-01 DOI: 10.7275/ZH1K-ZK32

Melanie Brink, D. Bartz

{"title":"Effective Use of Formative Assessment by High School Teachers.","authors":"Melanie Brink, D. Bartz","doi":"10.7275/ZH1K-ZK32","DOIUrl":"https://doi.org/10.7275/ZH1K-ZK32","url":null,"abstract":"The purpose of this mixed-methods study was to gain insights and understandings of high school teachers’ perceptions and use of formative assessment to enhance their planning, individualization of instruction, and adjustment of course content to improve student learning. The study was conducted over two years in a midwestern high school of approximately 1,000 students. Crucial to the three project teachers’ understanding of formative assessment was developing and using preset curriculum road maps that tightly aligned course goals, learning objectives, activities, instructional methods, and assessment. The in-depth case studies of the sample’s three teachers revealed that, when provided with specific information about formative assessment through staff development, they became more positive toward such assessment, and their implementation skills were greatly improved. The staff development had an especially positive impact on the teachers’ understanding and skill sets for individualizing instructional practices. The personalization of the staff development proved to be the most beneficial when it tailored the content to the varying levels of initial proficiency of the three sample teachers. Support for formative assessment by the administrative team members was essential to creating a cultural shift from summative to formative assessment.","PeriodicalId":20361,"journal":{"name":"Practical Assessment, Research and Evaluation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83284391","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