Educational Assessment最新文献_第6页

Beyond Agreement: Exploring Rater Effects in Large-Scale Mixed Format Assessments 超越协议：探索大规模混合格式评估中的评级效应

IF 1.5

Educational Assessment Pub Date : 2021-08-17 DOI: 10.1080/10627197.2021.1962277

Stefanie A. Wind, Wenjing Guo

引用次数: 1

Investigating the Use of Assessment Data by Primary School Teachers: Insights from a Large-scale Survey in Ireland 调查小学教师评估数据的使用:来自爱尔兰大规模调查的见解

IF 1.5

Educational Assessment Pub Date : 2021-07-03 DOI: 10.1080/10627197.2021.1917358

Vasiliki Pitsia, Anastasios Karakolidis, P. Lehane

引用次数: 3

Using Full-information Item Analysis to Improve Item Quality 利用全信息项目分析提高项目质量

IF 1.5

Educational Assessment Pub Date : 2021-07-03 DOI: 10.1080/10627197.2021.1946390

T. Haladyna, Michael C. Rodriguez

引用次数: 4

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

Anchors Aweigh: How the Choice of Anchor Items Affects the Vertical Scaling of 3PL Data with the Rasch Model Anchors Aweigh:锚定项目的选择如何影响Rasch模型下3PL数据的垂直缩放

IF 1.5

Educational Assessment Pub Date : 2021-01-20 DOI: 10.1080/10627197.2020.1858782

Glenn Thomas Waterbury, Christine E. DeMars

引用次数: 1

Model meets reality: Validating a new behavioral measure for test-taking effort 模型符合现实:验证测试工作的新行为度量

IF 1.5

Educational Assessment Pub Date : 2021-01-12 DOI: 10.1080/10627197.2020.1858786

Esther Ulitzsch, Christiane Penk, Matthias von Davier, S. Pohl

{"title":"Model meets reality: Validating a new behavioral measure for test-taking effort","authors":"Esther Ulitzsch, Christiane Penk, Matthias von Davier, S. Pohl","doi":"10.1080/10627197.2020.1858786","DOIUrl":"https://doi.org/10.1080/10627197.2020.1858786","url":null,"abstract":"ABSTRACT Identifying and considering test-taking effort is of utmost importance for drawing valid inferences on examinee competency in low-stakes tests. Different approaches exist for doing so. The speed-accuracy+engagement model aims at identifying non-effortful test-taking behavior in terms of nonresponse and rapid guessing based on responses and response times. The model allows for identifying rapid-guessing behavior on the item-by-examinee level whilst jointly modeling the processes underlying rapid guessing and effortful responding. To assess whether the model indeed provides a valid measure of test-taking effort, we investigate (1) convergent validity with previously developed behavioral as well as self-report measures on guessing behavior and effort, (2) fit within the nomological network of test-taking motivation derived from expectancy-value theory, and (3) ability to detect differences between groups that can be assumed to differ in test-taking effort. Results suggest that the model captures central aspects of non-effortful test-taking behavior. While it does not cover the whole spectrum of non-effortful test-taking behavior, it provides a measure for some aspects of it, in a manner that is less subjective than self-reports. The article concludes with a discussion of implications for the development of behavioral measures of non-effortful test-taking behavior.","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":"26 1","pages":"104 - 124"},"PeriodicalIF":1.5,"publicationDate":"2021-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10627197.2020.1858786","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46282388","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: 17

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