Educational Assessment最新文献_第10页

Do Students Rapidly Guess Repeatedly over Time? A Longitudinal Analysis of Student Test Disengagement, Background, and Attitudes 学生能否随着时间的推移快速地反复猜测?学生考试脱离、背景和态度的纵向分析

IF 1.5

Educational Assessment Pub Date : 2019-08-26 DOI: 10.1080/10627197.2019.1645592

J. Soland, Megan Kuhfeld

引用次数: 9

Intentional Professional Learning Design: Models, Tools, and the Synergies they Produce Supporting Teacher Growth 意向性专业学习设计：支持教师成长的模型、工具及其产生的协同效应

IF 1.5

Educational Assessment Pub Date : 2019-08-01 DOI: 10.1080/10627197.2020.1766961

V. Mills, C. Harrison

{"title":"Intentional Professional Learning Design: Models, Tools, and the Synergies they Produce Supporting Teacher Growth","authors":"V. Mills, C. Harrison","doi":"10.1080/10627197.2020.1766961","DOIUrl":"https://doi.org/10.1080/10627197.2020.1766961","url":null,"abstract":"ABSTRACT The need and desire to understand and adopt formative assessment practices remain high on the agenda at all levels of educational systems around the world. To advance teachers’ use of formative assessment, research attention also needs to be paid to (a) understanding the challenges teachers face when asked to utilize formative assessment practices in subject-specific content areas and (b) to the development of appropriate and sufficiently powerful professional learning designs that can enable change for teachers. To begin addressing these needs, this paper offers a close examination of an intentionally designed professional learning (PL) series to help middle and high school Algebra I teachers understand the formative assessment process and then track and advance their classroom practice. The professional learning design, in this case, is based on a collaborative and formative approach to classroom practice and teacher change with high school mathematics teachers. Together, the PL model and tools provide a formative framework that bridges the theory-practice divide enabling teachers to conceptualize and then plan for, reflect on, and revise the ways in which new formative assessment practices are implemented in their classrooms. Through an analysis of the affordances and constraints of the PL design in practice, this paper provides insights into how discipline-specific professional learning can be better developed and supported throughout the teacher growth process.","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10627197.2020.1766961","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49341653","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

Validity Evidence Supporting Use of Anchoring Vignettes to Measure Teaching Practice 支持使用锚定小片段来衡量教学实践的效度证据

IF 1.5

Educational Assessment Pub Date : 2019-05-27 DOI: 10.1080/10627197.2019.1615374

J. Kaufman, J. Engberg, L. Hamilton, Kun Yuan, H. Hill

{"title":"Validity Evidence Supporting Use of Anchoring Vignettes to Measure Teaching Practice","authors":"J. Kaufman, J. Engberg, L. Hamilton, Kun Yuan, H. Hill","doi":"10.1080/10627197.2019.1615374","DOIUrl":"https://doi.org/10.1080/10627197.2019.1615374","url":null,"abstract":"ABSTRACT High-quality measures of instructional practice are essential for research and evaluation of innovative instructional policies and programs. However, existing measures have generally proven inadequate because of cost and validity issues. This paper addresses two potential drawbacks of survey self-report measures: variation in teachers’ interpretation of response scales and their interpretation of survey questions. To address these drawbacks, researchers tested out use of “anchoring vignettes“ in teacher surveys to capture information about teaching practice, and they gathered validity evidence in regard to their use as a tool for adjusting teachers’ survey self-reports about their instructional practices for research purposes, or potentially to inform professional development. Data from 65 teachers in grades 4-9 responding to our survey suggested that vignette adjustments were reliable and valid for some instructional practices more than others. For some instructional practices, researchers found significant and high correlations between teachers’ adjusted survey self-rating, through use of anchoring vignettes, and previous observation ratings of teachers’ instruction, including ratings from several widely-used observation rubrics. These results suggest that anchoring vignettes may provide an efficient, cost-effective method for gathering data on teachers’ instruction.","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2019-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10627197.2019.1615374","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49264339","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

Patterns of Solution Behavior across Items in Low-Stakes Assessments 低风险评估中项目间的解决方案行为模式

IF 1.5

Educational Assessment Pub Date : 2019-05-26 DOI: 10.1080/10627197.2019.1615373

D. Pastor, Thai Q. Ong, S. Strickman

{"title":"Patterns of Solution Behavior across Items in Low-Stakes Assessments","authors":"D. Pastor, Thai Q. Ong, S. Strickman","doi":"10.1080/10627197.2019.1615373","DOIUrl":"https://doi.org/10.1080/10627197.2019.1615373","url":null,"abstract":"ABSTRACT The trustworthiness of low-stakes assessment results largely depends on examinee effort, which can be measured by the amount of time examinees devote to items using solution behavior (SB) indices. Because SB indices are calculated for each item, they can be used to understand how examinee motivation changes across items within a test. Latent class analysis (LCA) was used with the SB indices from three low-stakes assessments to explore patterns of solution behavior across items. Across tests, the favored models consisted of two classes, with Class 1 characterized by high and consistent solution behavior (>90% of examinees) and Class 2 by lower and less consistent solution behavior (<10% of examinees). Additional analyses provided supportive validity evidence for the two-class solution with notable differences between classes in self-reported effort, test scores, gender composition, and testing context. Although results were generally similar across the three assessments, striking differences were found in the nature of the solution behavior pattern for Class 2 and the ability of item characteristics to explain the pattern. The variability in the results suggests motivational changes across items may be unique to aspects of the testing situation (e.g., content of the assessment) for less motivated examinees.","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2019-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10627197.2019.1615373","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44799562","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

Using Pictorial Glossaries as an Accommodation for English Learners: An Exploratory Study 运用图示词汇作为英语学习者的辅助工具:一项探索性研究

IF 1.5

Educational Assessment Pub Date : 2019-05-24 DOI: 10.1080/10627197.2019.1615371

Sultan Turkan, Alexis A. López, René Lawless, Florencia Tolentino

引用次数: 4

A Generalized Scoring Process to Measure Collaborative Problem Solving in Online Environments 衡量在线环境下协同问题解决的广义评分过程

IF 1.5

Educational Assessment Pub Date : 2019-05-16 DOI: 10.1080/10627197.2019.1615372

C. Scoular, E. Care

引用次数: 6

Validity of a Special Education Teacher Observation System 特殊教育教师观察系统的有效性

IF 1.5

Educational Assessment Pub Date : 2019-05-01 DOI: 10.1080/10627197.2019.1702461

Evelyn S. Johnson, Angela R. Crawford, Laura A. Moylan, Yuzhu Z. Zheng

引用次数: 9

Are Test and Academic Disengagement Related? Implications for Measurement and Practice 考试和学术脱离相关吗？对测量和实践的启示

IF 1.5

Educational Assessment Pub Date : 2019-03-13 DOI: 10.1080/10627197.2019.1575723

J. Soland, N. Jensen, Tran D. Keys, Sharon Bi, Emily Wolk

引用次数: 20

The Immediate and Delayed Effect of Dynamic Assessment Approaches on EFL Learners’ Oral Narrative Performance and Anxiety 动态评估方法对英语学习者口语叙事表现和焦虑的直接和延迟影响

IF 1.5

Educational Assessment Pub Date : 2019-02-13 DOI: 10.1080/10627197.2019.1578169

Masoomeh Estaji, Mahsa Farahanynia

引用次数: 14

Scenario-Based Assessments in Writing: An Experimental Study 基于情景的写作评估：一项实验研究

IF 1.5

Educational Assessment Pub Date : 2019-01-16 DOI: 10.1080/10627197.2018.1557515

Mo Zhang, P. V. van Rijn, P. Deane, R. Bennett

引用次数: 15