Practical Assessment, Research and Evaluation最新文献_第6页

Getting Lucky: How Guessing Threatens the Validity of Performance Classifications 运气:猜测如何威胁绩效分类的有效性

Practical Assessment, Research and Evaluation Pub Date : 2016-02-01 DOI: 10.7275/1G6P-4Y79

B. P. Foley

引用次数: 10

Tutorial on Using Regression Models with Count Outcomes Using R. 使用R使用回归模型计数结果教程。

Practical Assessment, Research and Evaluation Pub Date : 2016-02-01 DOI: 10.7275/PJ8C-H254

A Alexander Beaujean, G. Morgan

{"title":"Tutorial on Using Regression Models with Count Outcomes Using R.","authors":"A Alexander Beaujean, G. Morgan","doi":"10.7275/PJ8C-H254","DOIUrl":"https://doi.org/10.7275/PJ8C-H254","url":null,"abstract":"Education researchers often study count variables, such as times a student reached a goal, discipline referrals, and absences. Most researchers that study these variables use typical regression methods (i.e., ordinary least-squares) either with or without transforming the count variables. In either case, using typical regression for count data can produce parameter estimates that are biased, thus diminishing any inferences made from such data. As count-variable regression models are seldom taught in training programs, we present a tutorial to help educational researchers use such methods in their own research. We demonstrate analyzing and interpreting count data using Poisson, negative binomial, zero-inflated Poisson, and zero-inflated negative binomial regression models. The count regression methods are introduced through an example using the number of times students skipped class. The data for this example are freely available and the R syntax used run the example analyses are included in the Appendix. Count variables such as number of times a student reached a goal, discipline referrals, and absences are ubiquitous in school settings. After a review of published single-case design studies Shadish and Sullivan (2011) recently concluded that nearly all outcome variables were some form of a count. Yet, most analyses they reviewed used traditional data analysis methods designed for normally-distributed continuous data.","PeriodicalId":20361,"journal":{"name":"Practical Assessment, Research and Evaluation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91216241","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: 67

Methods for Examining the Psychometric Quality of Subscores: A Review and Application. 测验分值心理测量质量的检验方法:综述与应用。

Practical Assessment, Research and Evaluation Pub Date : 2015-11-01 DOI: 10.7275/NG3Q-0D19

Jonathan Wedman, Per-Erik Lyrén

引用次数: 11

RMP Evaluations, Course Easiness, and Grades: Are they Related? RMP评估、课程难易程度和成绩:它们是否相关?

Practical Assessment, Research and Evaluation Pub Date : 2015-10-01 DOI: 10.7275/914Z-7K31

S. A. Rizvi

{"title":"RMP Evaluations, Course Easiness, and Grades: Are they Related?","authors":"S. A. Rizvi","doi":"10.7275/914Z-7K31","DOIUrl":"https://doi.org/10.7275/914Z-7K31","url":null,"abstract":"This paper investigates the relationship between the student evaluations of the instructors at the RateMyProfessors.com (RMP) website and the average grades awarded by those instructors. As of Spring 2012, the RMP site included evaluations of 538 full-and part-time instructors at the College of Staten Island (CSI). We selected the evaluations of the 419 instructors who taught at CSI for at least two semesters from Fall 2009 to Spring 2011 and had at least ten evaluations. This research indicates that there is a strong correlation between RMP’s overall evaluation and easiness scores. However, the perceived easiness of an instructor/course does not always result in higher grades for students. Furthermore, we found that the instructors who received high overall evaluation and easiness scores (4.0 to 5.0) at the RMP site do not necessarily award high grades. This is a very important finding as it disputes the argument that instructors receive high evaluations because they are easy or award high grades. On the other hand, instructors of the courses that are perceived to be difficult (RMP easiness score of 3.0 or less) are likely to be tough graders. However, instructors who received moderate overall evaluation and easiness scores (between 3.0 and 4.0) the RMP site had a high correlation between these scores and average grade awarded by those instructors. Finally, our research shows that the instructors in non-STEM disciplines award higher grades than the instructors in STEM disciplines. Non-STEM instructors also received higher overall evaluations than their STEM counterparts and non-STEM courses were perceived easier by the students than STEM courses.","PeriodicalId":20361,"journal":{"name":"Practical Assessment, Research and Evaluation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89547310","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: 3

Real Cost-Benefit Analysis Is Needed in American Public Education. 美国公共教育需要真正的成本效益分析。

Practical Assessment, Research and Evaluation Pub Date : 2015-07-01 DOI: 10.7275/T2BA-A657

Bert D. Stoneberg

引用次数: 5

Linking Errors between Two Populations and Tests: A Case Study in International Surveys in Education. 两个群体和测试之间的错误联系:国际教育调查的案例研究。

Practical Assessment, Research and Evaluation Pub Date : 2015-06-01 DOI: 10.7275/YK4S-0A49

D. Hastedt, Deana Desa

{"title":"Linking Errors between Two Populations and Tests: A Case Study in International Surveys in Education.","authors":"D. Hastedt, Deana Desa","doi":"10.7275/YK4S-0A49","DOIUrl":"https://doi.org/10.7275/YK4S-0A49","url":null,"abstract":"This simulation study was prompted by the current increased interest in linking national studies to international large-scale assessments (ILSAs) such as IEA’s TIMSS, IEA’s PIRLS, and OECD’s PISA. Linkage in this scenario is achieved by including items from the international assessments in the national assessments on the premise that the average achievement scores from the latter can be linked to the international metric. In addition to raising issues associated with different testing conditions, administrative procedures, and the like, this approach also poses psychometric challenges. This paper endeavors to shed some light on the effects that can be expected, the linkage errors in particular, by countries using this practice. The ILSA selected for this simulation study was IEA TIMSS 2011, and the three countries used as the national assessment cases were Botswana, Honduras, and Tunisia, all of which participated in TIMSS 2011. The items selected as items common to the simulated national tests and the international test came from the Grade 4 TIMSS 2011 mathematics items that IEA released into the public domain after completion of this assessment. The findings of the current study show that linkage errors seemed to achieve acceptable levels if 30 or more items were used for the linkage, although the errors were still significantly higher compared to the TIMSS’ cutoffs. Comparison of the estimated country averages based on the simulated national surveys and the averages based on the international TIMSS assessment revealed only one instance across the three countries of the estimates approaching parity. Also, the percentages of students in these countries who actually reached the defined benchmarks on the TIMSS achievement scale differed significantly from the results based on TIMSS and the results for the simulated national assessments. As a conclusion, we advise against using groups of released items from international assessments in national assessments in order to link the results of the former to the latter.","PeriodicalId":20361,"journal":{"name":"Practical Assessment, Research and Evaluation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74501819","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: 5

An Introduction to Missing Data in the Context of Differential Item Functioning. 差异项目功能背景下缺失数据的介绍。

Practical Assessment, Research and Evaluation Pub Date : 2015-04-01 DOI: 10.7275/FPG0-5079

Kathleen P Banks

引用次数: 11

Interrater Reliability in Large-Scale Assessments--Can Teachers Score National Tests Reliably without External Controls?. 大规模评估中的互估者信度——教师能否在没有外部控制的情况下可靠地评分国家考试?

Practical Assessment, Research and Evaluation Pub Date : 2015-04-01 DOI: 10.7275/Y2EN-ZM89

Anna Lind Pantzare

引用次数: 11

What Is Your Teacher Rubric? Extracting Teachers' Assessment Constructs. 你的教师准则是什么?教师评价构念的提取。

Practical Assessment, Research and Evaluation Pub Date : 2015-03-01 DOI: 10.7275/M3SA-P692

Heejeong Jeong

{"title":"What Is Your Teacher Rubric? Extracting Teachers' Assessment Constructs.","authors":"Heejeong Jeong","doi":"10.7275/M3SA-P692","DOIUrl":"https://doi.org/10.7275/M3SA-P692","url":null,"abstract":"Rubrics not only document the scales and criteria of what is assessed, but can also represent the assessment construct of the developer. Rubrics display the key assessment criteria, and the simplicity or complexity of the rubric can illustrate the meaning associated with the score. For this study, five experienced teachers developed a rubric for an EFL (English as a Foreign Language) descriptive writing task. Results show that even for the same task, teachers developed different formats and styles of rubric with both similar and different criteria. The teacher rubrics were analyzed for assessment criteria, rubric type and scale type. Findings illustrate that in terms of criteria, all teacher rubrics had five areas in common: comprehension, paragraph structure, sentence structure, vocabulary, and grammar. The criteria that varied were mechanics, length, task completion, and selfcorrection. Rubric style and scales also were different among teachers. Teachers who valued global concerns (i.e., comprehension) in writing designed more general holistic rubrics, while teachers who focused more on sentence-level concerns (i.e., grammar) developed analytic rubrics with more details. The assessment construct of the teacher was shown in the rubric through assessment criteria, rubric style, and scale.","PeriodicalId":20361,"journal":{"name":"Practical Assessment, Research and Evaluation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76579259","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: 7

Defining and Measuring Academic Success. 定义和衡量学业成功。

Practical Assessment, Research and Evaluation Pub Date : 2015-03-01 DOI: 10.7275/HZ5X-TX03

Travis T. York, Charles W. Gibson, Susan Rankin

引用次数: 406