发布求助
文献互助 智能选刊 最新文献

Educational Assessment最新文献

筛选
英文 中文
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
{"title":"A Confirmatory Item Factor Analysis of A School Climate Measure for Adolescents with and without Disabilities","authors":"Graham G. Rifenbark, Allison R. Lombardi, Jennifer Freeman","doi":"10.1080/10627197.2020.1841625","DOIUrl":"https://doi.org/10.1080/10627197.2020.1841625","url":null,"abstract":"ABSTRACT In this study (n = 5037) we further investigated the construct validity of the Georgia Brief School Climate Inventory (GBS). Despite containing ordinal items (e.g., ordered-responses), the GBS has only been examined using linear approaches. To fill this void, we employed confirmatory item factor analysis (IFA) to examine the factor structure because the observed data are polytomous. Using response data from adolescents with (n = 784) and without (n = 4253) disabilities in urban and suburban high schools, we tested for measurement invariance by estimating a series of multiple-group IFA models and examined the relationship between school climate and academic achievement. The study findings promote the use of non-linear methods for analyzing ordered response data and further support the importance of prioritizing students with disabilities in school climate studies.","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":"26 1","pages":"52 - 68"},"PeriodicalIF":1.5,"publicationDate":"2020-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10627197.2020.1841625","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48364105","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
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
{"title":"Using an Index of Admission Obstacles with Constrained Optimization to Increase the Diversity of College Classes","authors":"R. Zwick, A. Blatter, Lei Ye, Steven P. Isham","doi":"10.1080/10627197.2020.1841626","DOIUrl":"https://doi.org/10.1080/10627197.2020.1841626","url":null,"abstract":"ABSTRACT Today, postsecondary institutions in the US typically wish to enroll entering classes that are both academically qualified and diverse. Although the definition of diversity varies from school to school, the challenge is essentially the same: How can academic objectives be combined with goals that involve the composition of the entering class? Many schools have a commitment to facilitating access for under-represented minorities or low-income applicants, or for members of nearby communities. Incorporating these goals while maintaining academic standards can be challenging.","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":"26 1","pages":"20 - 34"},"PeriodicalIF":1.5,"publicationDate":"2020-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10627197.2020.1841626","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48905544","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
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
{"title":"Getting the Emphasis Right: Formative Assessment through Professional Learning","authors":"M. Heritage","doi":"10.1080/10627197.2020.1766959","DOIUrl":"https://doi.org/10.1080/10627197.2020.1766959","url":null,"abstract":"ABSTRACT This concluding essay offers a reflection on the set of the papers contained in this special issue of the Educational Assessment journal. In it the author situates formative assessment squarely in the realm of teachers’ continuous professional learning and considers the essential nature of formative assessment as centering on three questions that guide the practice for both teachers and students: where are the students going (well-defined learning goals), where are they currently (evidence collected during the course of learning), and how to close the gap between these two (instructional adjustments, feedback, and student involvement)? The author returns at the end to note the importance of professional learning in the context of formative assessment.","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":"25 1","pages":"355 - 358"},"PeriodicalIF":1.5,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10627197.2020.1766959","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42350019","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: 6
Use of Response Process Data to Inform Group Comparisons and Fairness Research 使用反应过程数据来告知群体比较和公平性研究
IF 1.5
Educational Assessment Pub Date : 2020-07-02 DOI: 10.1080/10627197.2020.1804353
Kadriye Ercikan, Hongwen Guo, Qiwei He
{"title":"Use of Response Process Data to Inform Group Comparisons and Fairness Research","authors":"Kadriye Ercikan, Hongwen Guo, Qiwei He","doi":"10.1080/10627197.2020.1804353","DOIUrl":"https://doi.org/10.1080/10627197.2020.1804353","url":null,"abstract":"ABSTRACT Comparing group is one of the key uses of large-scale assessment results, which are used to gain insights to inform policy and practice and to examine the comparability of scores and score meaning. Such comparisons typically focus on examinees’ final answers and responses to test questions, ignoring response process differences groups may engage in. This paper discusses and demonstrates the use of response process data in enhancing group comparison and fairness research methodologies. We propose two statistical approaches for identifying differential response processes which extend the differential item functioning (DIF) detection methods and demonstrate the complementary use of process data in comparing groups in two case studies Our findings demonstrate the use of response process data in gaining insights about students’ test-taking behaviors from different populations that go beyond what may be identified using response data only.","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":"25 1","pages":"179 - 197"},"PeriodicalIF":1.5,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10627197.2020.1804353","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42782276","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: 15
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
{"title":"How Do Proficient and Less Proficient Students Differ in Their Composition Processes?","authors":"R. Bennett, Mo Zhang, P. Deane, P. V. van Rijn","doi":"10.1080/10627197.2020.1804351","DOIUrl":"https://doi.org/10.1080/10627197.2020.1804351","url":null,"abstract":"ABSTRACT We evaluate how higher- vs. lower-scoring middle-school students differ in their composition processes when writing persuasive essays from source materials. We examined differences on four individual process features–time taken before beginning to write, typing speed, total time spent, and number of words started. Next, we examined differences for four aggregated process measures: fluency, local editing, macro editing, and interstitial pausing (suspending text entry at locations associated with planning). Results showed that higher vs. lower scoring students were most consistently differentiated by total time, number of words started, and fluency. These differences persisted across two persuasive subgenres and two proficiency criteria, essay score and English language arts total-test score. The study’s findings give a more complete picture of how the processes employed by more- and less-successful students differ, which contributes to cognitive writing theory and may have eventual implications for education policy and instructional practice.","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":"25 1","pages":"198 - 217"},"PeriodicalIF":1.5,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10627197.2020.1804351","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44436411","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
Test Takers’ Response Tendencies in Alternative Item Formats: A Cognitive Science Approach 另类题目形式下考生的反应倾向:一种认知科学方法
IF 1.5
Educational Assessment Pub Date : 2020-07-02 DOI: 10.1080/10627197.2020.1804350
J. Moon, M. Keehner, Irvin R. Katz
{"title":"Test Takers’ Response Tendencies in Alternative Item Formats: A Cognitive Science Approach","authors":"J. Moon, M. Keehner, Irvin R. Katz","doi":"10.1080/10627197.2020.1804350","DOIUrl":"https://doi.org/10.1080/10627197.2020.1804350","url":null,"abstract":"ABSTRACT We investigated how item formats influence test takers’ response tendencies under uncertainty. Adult participants solved content-equivalent math items in three formats: multiple-selection multiple-choice, grid with forced-choice (true-false) options, and grid with non-forced-choice options. Participants showed a greater tendency to commit (rather than omit) responses in the grid items, in both forced-choice and non-forced-choice types, compared to the multiple-selection multiple-choice items. These findings relate to the theoretical framework of affordances, which predicts that the design of interactive artifacts can shape one’s perception of action opportunities. The results of a signal detection analysis provided additional evidence that the item formats affected participants’ response bias. The current research suggests that cognitive science principles could provide an in-depth understanding of test takers’ cognition in new item formats.","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":"25 1","pages":"236 - 250"},"PeriodicalIF":1.5,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10627197.2020.1804350","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49080178","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
Implications of considering Response Process Data for Greater and Lesser Psychometrics 考虑反应过程数据对较大和较小心理测量学的影响
IF 1.5
Educational Assessment Pub Date : 2020-07-02 DOI: 10.1080/10627197.2020.1804352
R. Levy
{"title":"Implications of considering Response Process Data for Greater and Lesser Psychometrics","authors":"R. Levy","doi":"10.1080/10627197.2020.1804352","DOIUrl":"https://doi.org/10.1080/10627197.2020.1804352","url":null,"abstract":"ABSTRACT This paper characterizes the ways in which increased attention to response process data has implications for psychometrics. To do so, this work draws on two organizing frameworks that have heretofore not been associated: evidence-centered design, and the distinction between greater and lesser statistics. Overlaying these frameworks leads to a conceptualization of greater and lesser psychometrics. This provides a conceptual space for articulating the ways in which response process data have implications for lesser psychometrics through measurement models, as well as greater psychometrics through student models, task models, and the social and personal contexts in which assessment takes place. To illustrate the key points and motivate discussions of where future research is needed, I draw from experiences with three assessments that have involved response process data: a task assessing the measurement of geometric area, a performance-based assessment of computer networking, and an educational video game targeting rational number addition.","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":"25 1","pages":"218 - 235"},"PeriodicalIF":1.5,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10627197.2020.1804352","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42406805","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
Developing a Formative Assessment Protocol to Support Professional Growth 制定形成性评估协议以支持专业成长
IF 1.5
Educational Assessment Pub Date : 2020-06-16 DOI: 10.1080/10627197.2020.1766956
E. Wylie, Christine J. Lyon
{"title":"Developing a Formative Assessment Protocol to Support Professional Growth","authors":"E. Wylie, Christine J. Lyon","doi":"10.1080/10627197.2020.1766956","DOIUrl":"https://doi.org/10.1080/10627197.2020.1766956","url":null,"abstract":"ABSTRACT To promote and support teachers’ professional growth in using formative assessment practices in the classroom, we developed and piloted a suite of materials which consists of a set of rubrics for ten dimensions of formative assessment and six self-reflection/peer-observation tools. We describe the iterative development process, the design decisions and challenges, and the findings from an early pilot in which twenty-four educators from five states used the materials. We also report on a content validation study was conducted with seven subject matter experts who confirmed the importance of the ten formative assessment dimensions and did not identify any significant omissions. Finally we have preliminary findings from a group of teachers who engaged with a set of training modules to support their understanding of the rubrics before applying them to classroom practice through peer observation and feedback.","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":"25 1","pages":"314 - 330"},"PeriodicalIF":1.5,"publicationDate":"2020-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10627197.2020.1766956","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45313983","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
Observing Formative Assessment Practice: Learning Lessons Through Validation 观察形成性评估实践:通过验证学习课程
IF 1.5
Educational Assessment Pub Date : 2020-06-12 DOI: 10.1080/10627197.2020.1766955
E. Wylie
{"title":"Observing Formative Assessment Practice: Learning Lessons Through Validation","authors":"E. Wylie","doi":"10.1080/10627197.2020.1766955","DOIUrl":"https://doi.org/10.1080/10627197.2020.1766955","url":null,"abstract":"ABSTRACT This introductory essay provides a framing for and an overview of the papers contained in this special issue of the Educational Assessment journal. In it the author begins with a brief description of the history of classroom observation tools, and then articulates a rationale for observation protocols that target formative assessment. Examining similarities and differences across the protocols, the author orients the reader to the approaches to classroom observation that are the focus of the special issue.","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":"25 1","pages":"251 - 258"},"PeriodicalIF":1.5,"publicationDate":"2020-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10627197.2020.1766955","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45950383","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: 11
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信