Educational Assessment最新文献_第5页

The Impact of Disengaged Test Taking on a State’s Accountability Test Results 不参与考试对州问责制考试结果的影响

IF 1.5

Educational Assessment Pub Date : 2021-07-03 DOI: 10.1080/10627197.2021.1956897

S. Wise, Sukkeun Im, Jay Lee

引用次数: 8

Assessing Quality of Teaching from Different Perspectives: Measurement Invariance across Teachers and Classes 从不同角度评估教学质量:教师和班级之间的测量不变性

IF 1.5

Educational Assessment Pub Date : 2021-04-03 DOI: 10.1080/10627197.2020.1858785

G. Krammer, Barbara Pflanzl, Gerlinde Lenske, Johannes Mayr

{"title":"Assessing Quality of Teaching from Different Perspectives: Measurement Invariance across Teachers and Classes","authors":"G. Krammer, Barbara Pflanzl, Gerlinde Lenske, Johannes Mayr","doi":"10.1080/10627197.2020.1858785","DOIUrl":"https://doi.org/10.1080/10627197.2020.1858785","url":null,"abstract":"ABSTRACT Comparing teachers’ self-assessment to classes’ assessment of quality of teaching can offer insights for educational research and be a valuable resource for teachers’ continuous professional development. However, the quality of teaching needs to be measured in the same way across perspectives for this comparison to be meaningful. We used data from 622 teachers self-assessing aspects of quality of teaching and of their classes (12229 students) assessing the same aspects. Perspectives were compared with measurement invariance analyses. Teachers and classes agreed on the average level of instructional clarity, and disagreed over teacher-student relationship and performance monitoring, suggesting that mean differences across perspectives may not be as consistent as the literature claims. Results showed a nonuniform measurement bias for only one item of instructional clarity, while measurement of the other aspects was directly comparable. We conclude the viability of comparing teachers’ and classes’ perspectives of aspects of quality of teaching.","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":"26 1","pages":"88 - 103"},"PeriodicalIF":1.5,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10627197.2020.1858785","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42517403","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: 4

Predicting Retention in Higher Education from high-stakes Exams or School GPA 从高风险考试或学校平均成绩预测高等教育的保留率

IF 1.5

Educational Assessment Pub Date : 2021-02-06 DOI: 10.1080/10627197.2022.2130748

M. Meeter, M. V. van Brederode

{"title":"Predicting Retention in Higher Education from high-stakes Exams or School GPA","authors":"M. Meeter, M. V. van Brederode","doi":"10.1080/10627197.2022.2130748","DOIUrl":"https://doi.org/10.1080/10627197.2022.2130748","url":null,"abstract":"ABSTRACT The transition from secondary to tertiary education varies from country to country. In many countries, secondary school is concluded with high-stakes, national exams, or high-stakes entry tests are used for admissions to tertiary education. In other countries, secondary-school grade point average (GPA) is the determining factor. In the Netherlands, both play a role. With administrative data of close to 180,000 students, we investigated whether national exam scores or secondary school GPA was a better predictor of tertiary first-year retention. For both university education and higher professional education, secondary school GPA was the better prediction of retention, to the extent that national exams did not explain any additional variance. Moreover, for students who failed their exam, being held back by the secondary school for an additional year and entering tertiary education one year later, GPA in the year of failure remained as predictive as for students who had passed their exams and started tertiary education immediately. National exam scores, on the other hand, had no predictive value at all for these students. It is concluded that secondary school GPA measures aspects of student performance that is not included in high-stakes national exams, but that are predictive of subsequent success in tertiary education.","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":"28 1","pages":"1 - 10"},"PeriodicalIF":1.5,"publicationDate":"2021-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42962496","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: 2

Do They See What I See? Toward a Better Understanding of the 7Cs Framework of Teaching Effectiveness 他们看到我看到的了吗？更好地理解7Cs教学有效性框架

IF 1.5

Educational Assessment Pub Date : 2021-01-05 DOI: 10.1080/10627197.2020.1858784

S. Phillips, Ronald F. Ferguson, Jacob F. S. Rowley

引用次数: 6

The Effect of Linguistic Factors on Assessment of English Language Learners’ Mathematical Ability: A Differential Item Functioning Analysis 语言因素对英语学习者数学能力评价的影响——差异项功能分析

IF 1.5

Educational Assessment Pub Date : 2020-12-17 DOI: 10.1080/10627197.2020.1858783

Stephanie Buono, E. Jang

引用次数: 3

The Road to Retention Passes through First Year Academic Performance: A Meta-Analytic Path Analysis of Academic Performance and Persistence 留任之路通过第一年的学习成绩:学习成绩与坚持的元分析路径分析

IF 1.5

Educational Assessment Pub Date : 2020-12-12 DOI: 10.1080/10627197.2020.1848423

Paul A. Westrick, F. Schmidt, Huy Le, S. Robbins, Justine Radunzel

{"title":"The Road to Retention Passes through First Year Academic Performance: A Meta-Analytic Path Analysis of Academic Performance and Persistence","authors":"Paul A. Westrick, F. Schmidt, Huy Le, S. Robbins, Justine Radunzel","doi":"10.1080/10627197.2020.1848423","DOIUrl":"https://doi.org/10.1080/10627197.2020.1848423","url":null,"abstract":"ABSTRACT This meta-analytic path analysis presents evidence that first-year academic performance (FYAP), measured by first-year grade point average (FYGPA) plays the major role in determining second-year student retention and that socioeconomic status (SES), measured by parental income, plays a negligible role. Based on large sample data used in a previous study, we conducted additional analyses that included corrections for measurement error and created path models using precollege academic achievement, measured by ACT Composite scores and high school GPA (HSGPA), and SES to predict FYAP and then second-year retention. Precollege academic performances had direct effects on FYAP, and FYAP fully mediated their effects on second-year retention. SES did not contribute to the prediction of FYAP, and it had only a trivial effect on second-year retention. The results of this study point to the criticality of FYAP, and supporting first-year student academic success may serve as the central vehicle for retention efforts.","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":"26 1","pages":"35 - 51"},"PeriodicalIF":1.5,"publicationDate":"2020-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10627197.2020.1848423","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46352124","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

A Confirmatory Item Factor Analysis of A School Climate Measure for Adolescents with and without Disabilities 残疾青少年和非残疾青少年学校气氛测量的验证性项目因素分析

IF 1.5

Educational Assessment Pub Date : 2020-11-19 DOI: 10.1080/10627197.2020.1841625

Graham G. Rifenbark, Allison R. Lombardi, Jennifer Freeman

引用次数: 7

Using an Index of Admission Obstacles with Constrained Optimization to Increase the Diversity of College Classes 利用约束优化的录取障碍指数提高大学班级多样性

IF 1.5

Educational Assessment Pub Date : 2020-11-05 DOI: 10.1080/10627197.2020.1841626

R. Zwick, A. Blatter, Lei Ye, Steven P. Isham

引用次数: 2

Getting the Emphasis Right: Formative Assessment through Professional Learning 正确把握重点:通过专业学习进行形成性评估

IF 1.5

Educational Assessment Pub Date : 2020-10-01 DOI: 10.1080/10627197.2020.1766959

M. Heritage

引用次数: 6

How Do Proficient and Less Proficient Students Differ in Their Composition Processes? 熟练和不熟练的学生在写作过程中有什么不同?

IF 1.5

Educational Assessment Pub Date : 2020-07-02 DOI: 10.1080/10627197.2020.1804351

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

引用次数: 5