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Dialect and Mathematics Performance in African American Children Who Use AAE: Insights from Explanatory IRT and Error Analysis 使用 AAE 的非裔美国儿童的方言和数学成绩：解释性 IRT 和误差分析的启示
IF 1.5
Educational Assessment Pub Date : 2024-07-31 DOI: 10.1080/10627197.2024.2370787
Katherine T. Rhodes, Julie A. Washington, Sibylla Leon Guerrero
{"title":"Dialect and Mathematics Performance in African American Children Who Use AAE: Insights from Explanatory IRT and Error Analysis","authors":"Katherine T. Rhodes, Julie A. Washington, Sibylla Leon Guerrero","doi":"10.1080/10627197.2024.2370787","DOIUrl":"https://doi.org/10.1080/10627197.2024.2370787","url":null,"abstract":"Little is known about mismatches between the language of mathematics testing instruments and the rich linguistic repertoires that African American children develop at home and in the community. The...","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":"94 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141939408","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
Raising the Bar: How Revising an English Language Proficiency Assessment for Initial English Learner Classification Affects Students’ Later Academic Achievements 提高标准：修订英语学习者初始分类的英语语言能力评估如何影响学生以后的学业成绩
IF 1.5
Educational Assessment Pub Date : 2024-05-22 DOI: 10.1080/10627197.2024.2350960
Nami Shin
{"title":"Raising the Bar: How Revising an English Language Proficiency Assessment for Initial English Learner Classification Affects Students’ Later Academic Achievements","authors":"Nami Shin","doi":"10.1080/10627197.2024.2350960","DOIUrl":"https://doi.org/10.1080/10627197.2024.2350960","url":null,"abstract":"In 2006–2007, California revised its English language proficiency (ELP) assessment, the California English Language Development Test (CELDT), which resulted in more stringent criteria and higher cu...","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":"43 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141147394","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
Monitoring Rater Quality in Observational Systems: Issues Due to Unreliable Estimates of Rater Quality 监测观察系统中的评分员质量：评分者质量估计不可靠导致的问题
IF 1.5
Educational Assessment Pub Date : 2024-05-22 DOI: 10.1080/10627197.2024.2354311
Mark White, Matt Ronfeldt
{"title":"Monitoring Rater Quality in Observational Systems: Issues Due to Unreliable Estimates of Rater Quality","authors":"Mark White, Matt Ronfeldt","doi":"10.1080/10627197.2024.2354311","DOIUrl":"https://doi.org/10.1080/10627197.2024.2354311","url":null,"abstract":"Standardized observation systems seek to reliably measure a specific conceptualization of teaching quality, managing rater error through mechanisms such as certification, calibration, validation, a...","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":"121 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141147422","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
Improving the Precision of Classroom Observation Scores Using a Multi-Rater and Multi-Timepoint Item Response Theory Model 利用多评分者和多时间点项目反应理论模型提高课堂观察评分的精确度
IF 1.5
Educational Assessment Pub Date : 2024-05-08 DOI: 10.1080/10627197.2024.2350966
Kelly Edwards, James Soland
{"title":"Improving the Precision of Classroom Observation Scores Using a Multi-Rater and Multi-Timepoint Item Response Theory Model","authors":"Kelly Edwards, James Soland","doi":"10.1080/10627197.2024.2350966","DOIUrl":"https://doi.org/10.1080/10627197.2024.2350966","url":null,"abstract":"Classroom observational protocols, in which raters observe and score the quality of teachers’ instructional practices, are often used to evaluate teachers for consequential purposes despite evidenc...","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":"61 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140933193","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
High Stakes Assessments in Primary Schools and Teachers’ Anxiety About Work 小学高风险评估与教师的工作焦虑症
IF 1.5
Educational Assessment Pub Date : 2024-05-07 DOI: 10.1080/10627197.2024.2350961
John Jerrim, Rebecca Allen, Sam Sims
{"title":"High Stakes Assessments in Primary Schools and Teachers’ Anxiety About Work","authors":"John Jerrim, Rebecca Allen, Sam Sims","doi":"10.1080/10627197.2024.2350961","DOIUrl":"https://doi.org/10.1080/10627197.2024.2350961","url":null,"abstract":"High-stakes assessments are a common feature of many education systems. One argument often made against their use, however, is that they have a negative impact on wellbeing across the education sec...","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":"30 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140933042","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
Decomposing High-School GPA as a Predictor of First-Year GPA 分解高中 GPA 对大一 GPA 的预测作用
IF 1.5
Educational Assessment Pub Date : 2024-04-27 DOI: 10.1080/10627197.2024.2345599
Jeffrey T. Steedle, Jason D. Way
{"title":"Decomposing High-School GPA as a Predictor of First-Year GPA","authors":"Jeffrey T. Steedle, Jason D. Way","doi":"10.1080/10627197.2024.2345599","DOIUrl":"https://doi.org/10.1080/10627197.2024.2345599","url":null,"abstract":"Despite lack of standardization, high school grade-point average (HSGPA) is frequently the best single predictor of first-year postsecondary GPA (FYGPA). This study evaluated the extent to which HS...","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":"134 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140810138","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
Use and Usefulness of Assessments to Inform Instruction: Developing a K-12 Classroom Teacher Assessment Practice Measure 评估对教学的影响和作用：制定 K-12 年级课堂教师评估实践衡量标准
IF 1.5
Educational Assessment Pub Date : 2024-02-13 DOI: 10.1080/10627197.2024.2316907
Divya Varier, Marvin G. Powell, Stephanie Dodman, Samantha T. Ives, Elizabeth DeMulder, Jenice L. View
{"title":"Use and Usefulness of Assessments to Inform Instruction: Developing a K-12 Classroom Teacher Assessment Practice Measure","authors":"Divya Varier, Marvin G. Powell, Stephanie Dodman, Samantha T. Ives, Elizabeth DeMulder, Jenice L. View","doi":"10.1080/10627197.2024.2316907","DOIUrl":"https://doi.org/10.1080/10627197.2024.2316907","url":null,"abstract":"Considerable literature is devoted to teachers’ assessment use to support teaching and learning. The study examined the factor structure of a measure of teachers’ assessment use along the assessmen...","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":"94 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139762025","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
Justice-Oriented, Antiracist Validation: Continuing to Disrupt White Supremacy in Assessment Practices 以正义为导向的反种族主义验证:在评估实践中继续破坏白人至上主义
IF 1.5
Educational Assessment Pub Date : 2023-11-22 DOI: 10.1080/10627197.2023.2285047
Jennifer Randall, Mya Poe, Maria Elena Oliveri, David Slomp
{"title":"Justice-Oriented, Antiracist Validation: Continuing to Disrupt White Supremacy in Assessment Practices","authors":"Jennifer Randall, Mya Poe, Maria Elena Oliveri, David Slomp","doi":"10.1080/10627197.2023.2285047","DOIUrl":"https://doi.org/10.1080/10627197.2023.2285047","url":null,"abstract":"Traditional validation approaches fail to account for the ways oppressive systems (e.g. racism, radical nationalism) impact the test design and development process. To disrupt this legacy of white ...","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":"175 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138516536","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
Measuring Item Influence for Diagnostic Classification Models 测量项目对诊断分类模型的影响
IF 1.5
Educational Assessment Pub Date : 2023-08-14 DOI: 10.1080/10627197.2023.2244411
D. Jurich, Matthew J. Madison
{"title":"Measuring Item Influence for Diagnostic Classification Models","authors":"D. Jurich, Matthew J. Madison","doi":"10.1080/10627197.2023.2244411","DOIUrl":"https://doi.org/10.1080/10627197.2023.2244411","url":null,"abstract":"ABSTRACT Diagnostic classification models (DCMs) are psychometric models that provide probabilistic classifications of examinees on a set of discrete latent attributes. When analyzing or constructing assessments scored by DCMs, understanding how each item influences attribute classifications can clarify the meaning of the measured constructs, facilitate appropriate construct representation, and identify items contributing minimal utility. In cases of short assessments, common in the DCM literature, item influence becomes paramount as individual items can have a disproportionate impact on, or entirely determine, classification. This study proposes four indices to quantify item influence and distinguishes them from other available item and test measures. We use simulation methods to evaluate and provide guidelines for interpreting each index, followed by a real data application to illustrate their use in practice. We discuss theoretical considerations regarding when influence presents a psychometric concern and other practical concerns such as how the indices function when reducing influence imbalance.","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":"1 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42614213","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
English Learners and Constructed-Response Science Test Items Challenges and Opportunities 英语学习者与构式反应科学测试项目的挑战与机遇
IF 1.5
Educational Assessment Pub Date : 2023-07-07 DOI: 10.1080/10627197.2023.2226387
T. Noble, C. Wells, Ann Rosebery
{"title":"English Learners and Constructed-Response Science Test Items Challenges and Opportunities","authors":"T. Noble, C. Wells, Ann Rosebery","doi":"10.1080/10627197.2023.2226387","DOIUrl":"https://doi.org/10.1080/10627197.2023.2226387","url":null,"abstract":"ABSTRACT This article reports on two quantitative studies of English learners’ (ELs) interactions with constructed-response items from a Grade 5 state science test. Study 1 investigated the relationships between the constructed-response item-level variables of English Reading Demand, English Writing Demand, and Background Knowledge Demand and the performance of ELs vs. non-ELs on those items. English Writing Demand was the strongest predictor of Differential Item Functioning favoring non-ELs over ELs for constructed-response items. In Study 2, we investigated the student-level variable of English language proficiency level and found that lower English language proficiency was related to greatly increased odds of omitting a response to a constructed-response item, even when controlling for science proficiency. These findings challenge the validity of scores on constructed-response test items as measures of ELs’ science proficiency.","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47443213","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
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